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Trainee teachers perceptions of what effects behaviour in the classroom…

- - - - James (2016)- "Relationships are vital to good behaviour"
- - - - Transforming behaviour in the classroom : a solution-focused guide for new teachers
      - Pupils are self-motivated to participate
      - Pupils reflect upon their work and actions
      - Pupils self-evaluate
      - Pupils make use of feedback
      - Active learners
    - - In order for pupils to learn, establishing good behaviour within your classroom is paramount
  - - - Intimidatory: Behaviour is aggressive, offensive or violent, includes physical, psychological and verbal abuse
      - Innapropriate: behaviour is more annoying, but is persistently interrupts learning
      - Non-Participative: behaviour is extremely passive or non-engaging, includes refusal to participate and intermittent patterns of attendance
      - Demanding: driven by learners self-interest and conscious or sub-conscious desires to want to dominate what takes place in the classroom
    - - Behaviour is different from person to person
      - There are different types of behaviour
    - - most common problem faced by teachers is low-level disruption
        
        Calling out
        
        Fidgeting
        
        Off-task activity within the classroom
    - - problem behaviour in the classroom has a negative effect on student teacher efficacy
      - Teacher Education Programmes and Their Contribution to Student Teacher Efficacy in Classroom Management and Pupil Engagement
      - 491 student teachers attending different teacher education programmes in Norway
    - - defined aggression as an intentional and ongoing behavior and most teachers (67%) stated that aggression is usually delivered using physical force
- - - - Common misconception that ADHD and negative behaviour go hand in hand
      - Lack of structure that breakrimes and lunchtimes is one of the main difficulties
      - Be explicit with rules and have them displayed
    - - Teachers’ recognition of children with adhd: Role of subtype and gender
      - practical resources such as time constraints form a barrier between his (or her) actions intention and their actions.
- - - - verbal bullying (84.0%),
      - occurred in the classroom (43.6%),
      - when teachers were present (50.2%)
    - - Supported by: Yell, M. L., Katsiyannis, A., Rose, C. A., & Houchins, D. E. (2016) Bullying and harassment of students with disabilities in schools: Legal considerations and policy formation. Remedial and Special Education, 37, 274–284.
  - - - university-qualified educators feeling more confident than TAFE-trained educators