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Schools and individual teachers require students to behave in
an acceptable manner in order for the social and academic goals
of the classroom to be achieved. While most teachers, parents
and students would have broad agreement on what constitutes acceptable
and non-acceptable behaviour, it should be recognised that standards
vary from school to school, between teachers and across tasks
- for example where particular safety requirements must be met
or where silence is required, such as in an examination situation.
The important factor is not that standards should be identical
across all situations but that there are clear expectations which
are clearly communicated to all participants.
In maintaining positive and co-operative behaviour teachers have
two tasks
(i ) the establishment of acceptable behaviour
(ii) changing or reducing unacceptable behaviour
Too frequently, discipline problems are addressed only through
the second strategy. In dealing with classroom problems, teachers
cannot assume that all students have clearly understood what is
appropriate or that an individual student has developed and established
the appropriate behaviour. Students require clear rules unequivocally
stated structured, opportunities to develop good behaviour and
frequent reward for such behaviour. These are prerequisite to
the teacher's attempts to deal with unacceptable behaviour.
In behavioural research and classroom practice it has been demonstrated
that the more successful teachers establish appropriate behaviour,
the less the reed for disciplinary action. In most situations,
the "right" response is incompatible with the "wrong"
response.
These notes address both of the tasks, i.e., the establishment
and maintenance of acceptable behaviour and the reduction and
management of unacceptable behaviour through:
being an assertive teacher
making a commitment to whole school discipline
developing effective rules and discipline procedures
establishing consequences, negative and positive
understanding the causes and purposes of misbehaviour
employing effective strategies
While recognising the importance and value of a whole school commitment
to discipline, it is the responsibility of each teacher to develop
an understanding, of student behaviour and expertise in classroom
management.
The ideas and strategies which follow derive from the principle
that a carefully developed program of positive school discipline
incorporates positive and negative consequences. It is recognised
that in most classrooms, some students will resist the best efforts
of teachers to develop positive, co operative behaviour and self
discipline. They will require more time and patience from teachers
and school executive. Furthermore, some students will choose to
continue to disrupt, behave rudely and inconsiderately and will
need to face the negative consequences which have been incorporated
into the school's discipline policy.
A further principle underlying the programs and strategies in
these notes is that punishment alone is ineffective in establishing
the behaviour and attitudes that parents and teachers value. Punishment
used alone will not develop self discipline and mutual respect.
While the use of any form of corporal punishment is not allowed
in Government schools, this is not to suggest that all punishment
is to be abandoned or is ineffective. A structured system of reward
and punishment positive and negative consequences - is the basis
of effective discipline programs.
Although corporal punishment is clearly no longer allowed in Government
schools, the following research findings on may be of interest
and value in school/community discussion.
1. Higher levels of corporal punishment are frequently associated
with worse behaviour.
2. Where corporal punishment has been abandoned an improvement
in behaviour is frequently reported.
3. Corporal punishment is ineffective on children who receive
it frequently at home, and generally unacceptable to the parents
of children who don't receive it at home.
4. Corporal punishment is ineffective if the teacher's feelings
and regard for the student are of no importance to the student.
5.Modelling is a powerful learning strategy used by teachers.
It is likely that exposing children to physical aggression teaches
them that conflicts may be resolved physically.
6. Some students report that they prefer corporal punishment.
Corporal punishment does not require a commitment to change in
behaviour and is incompatible with the development of self-discipline.
7. Viewing corporal punishment frequently raises anxiety and fear
in other students. Its deterrent effect however, is not sustained.
Other forms of punishment have been shown to have varying degrees
of success dependent on the context and on what other positive
consequences are used to establish acceptable behaviour.
In the same review of research cited above, the following points
are made:
Research has shown an improvement in student behaviour following
a soft, private reprimand. Coupled with praise for effort and
acceptable behaviour the effectiveness is sustained. Frequent
loud reprimands shown to result in worse behaviour.
Non verbal communication can be as effective as the verbal provided
that student clearly understand and accept the teacher's expectation.
Detaining students after school or in their free time has little
effect on improving behaviour, even if students are required to
undertake extra work or write lines. Setting academic tasks as
punishment is antithetic to enjoyment in learning and should be
avoided. Furthermore, it is likely that students will resent more
any punishment which is not related to the offence (carefully
constructed detention schemes which relate to the offence or which
provide after school supervision and tuition for home-work defaulters
are likely to be effective.
Provided that students do enjoy privileges which can be forfeited,
this strategy has been shown to be effective with both individuals
and groups. The effectiveness of withdrawing privileges is related
to how strongly the student value the privilege and whether there
exists a procedure for earning and regaining privileges.
There are many forms of Isolation or time-out They all depend
for their effectiveness on the premise that the student would
prefer to be in class
Classrooms should therefore be interesting and rewarding, time-out
should not.
Time-out is often used to allow a student to "cool-off"
for a pre-specified time or until acceptable behaviour is demonstrated.
There is evidence to suggest that fixed duration time-out may
be less effective than that which is contingent upon acceptable
behaviour.
Parent involvement through letters and personal contact, for both
good and poor behaviour was found, and was perceived by students,
to be a most effective strategy.
Sarcasm, denigration and belittlement are destructive of good
communication and positive teacher/student relationships. When
teachers use this strategy they are not only modelling behaviour
which is hurtful and disrespectful, they chip away at self-esteem
and remove the incentive for students to improve behaviour.
It is a remarkable fact that research on teacher behaviour in
major western countries invariably shows that teacher interactions
are characterised by negative statements. Research also shows
that a change in the balance toward more positive statements from
the teacher reward, praise, encouragement are in improved student
behaviour.
There is massive research evidence that reward systems result
in better outcomes than punishment. Students generally agree with
this finding though teachers are not easily convinced. If asked
however, what school factors are most influential in developing
their professionalism and good teaching practice, most teachers
would cite such factors as
clear expectations and guidelines
example of supervisors
feeling of belonging to a team
involvement in decision-making
recognition for effort
praise, public and private
opportunity to share ideas and lead others
similarly with students - positive consequences are more powerful
than negative in shaping behaviour. Furthermore, the establishment
of acceptable behaviour inhibits (because it is incompatible)
the expression of unacceptable behaviour.
Teacher's attention is highly valued and readily given - too often
for negative behaviour. In the framework of positive discipline
it is important that teachers give attention primarily for acceptable
behaviour and that it be given to all students. This requires
a degree of planning and self monitoring by the teacher.
Recognition is attention and acknowledgement of the student's
effort, attitude and behaviour. It can be private or public, depending
on the teacher's objectives and what works best for an individual
student. Nonverbal recognition includes smiles, nods or a pat
on the back and is often as effective as verbal recognition.
Verbal recognition, (praise and encouragement) been the subject
of considerable research with the major finding being that it
is a powerful and under-utilised strategy for behaviour change.
There is a suggestion in the research that older students, particularly
boys, prefer private rather than public praise. Cultural differences
should also be taken into account, for example in some Aboriginal
communities individual attention and reward will be negatively
perceived; group praise will be more effective. Nevertheless,
structured systems of public praise such as Merit Cards and Awards
are an effective component of whole school discipline policies
and generally ensure that each student is considered for an award.
Positive comments, praise and encouragement, written onto students'
assignments are a very effective tool in promoting good work habits
and positive attitudes to learning. Constructive comments let
the students know you encourage and appreciate the effort put
into the task and helps to make them feel proud of their work.
The most ef fective praise and encouragement is that which is
communicated to parents. Merit cards or letters sent home are
highly valued by students and have a 'multiplier effect' in reinforcing
the approved behaviour.
The timing of reward is important. Reward given immediately after
the approved behaviour has a much stronger impact than delayed
reward. For this reason, token systems or points systems can be
used as immediate, small components of a larger tangible reward
which is earned over a period of time.
Tangible rewards are highly favoured by students and need to be
worked out in consultation with them to ensure that the reward
to be earned is attractive. Small novelty items, toys, special
pens or pencils, stars, stickers, stamps, merit cards book marks
and little surprises are effective with younger children. Sweets
and other food items are not recommended - apart from nutritional
implications, other problems may arise from the association of
food with reward. It is important for the development of self
discipline that the frequency and immediacy of rewards, real and
tangible, be carefully monitored and reduced as students become
confident, secure and self motivated.
Tangible rewards also include activities such as free time, access
to special activities (e.g. computer time), free choice of activity
within the classroom, music whilst working and other special privileges
Privileges, which can be both earned and lost, should be seen
as something additional to the normal entitlement and their award
contingent upon readily identifiable behaviour. Privileges include
expressions of trust and assignment of responsibility. Opportunities
to assist the teacher, to lead and to assume responsibility for
important meaningful tasks are valued by young and older students.
Status is a form of privilege.
Tangible rewards and recognition, public or private, are successful
with students throughout the age range in Primary and Secondary
years. The choice of reward and method of delivery must take into
consideration the age, gender, emotional development and cultural
background of the individual student.
Recognition and reward can be given to individual students, sub-groups
within the class and whole class groups. Group reward (praise,
privileges, etc.) can assist the development of co-operative attitudes
and teamwork, as well as directing peer pressure into maintenance
of appropriate behaviour. Point systems can be used with or without
a competitive element in class groups, house group or other groups
within the school. As part of a comprehensive student welfare
program, group rewards can help promote co-operative behaviour,
caring and responsibility towards others.
A positive approach to school discipline has as its major objectives
the development of self discipline and the maintenance of a happy
and productive learning environment. To achieve these objectives
teachers need the support of both their colleagues and executive
staff. The investment of time, energy and creativity in the development
and administration of positive consequences, rather than just
the negative, will result in successful achievement of the objectives
together with increased feelings of professionalism and competence.