Behaviour Management, Term 3, 2019.
Research and development (Educational Psychology - for teaching and learning).
Labelling and person first language:
One of the characteristics of all social groups is the tendency to categorise and label people in terms of attributes that seem significant for the group. In all cases, it is now considered more acceptable to use person first language by referring to the person first and the label of their condition second, if this is necessary at all.
- Acknowledge the person first, their personality traits, not let them be defined by their disability.
- The importance of language being used to label and identify people has grown during the last decade. Example; Gender neutral language became preferred - substitution of 'flight attendant' for 'air hostess'. Similarly, the way we identified persons with disability changed fro 'a retarded individual to a person with an intellectual disability'.
- The words we use influence the way in which we think about people, objects and events.
'What you think and do as a teacher, your attitudes, and how you treat children will be determined by your philosophy'.
1: Ignore the inappropriate behaviour.
- Ignore certain behaviour, then the student receives no reinforcement for that behaviour and the behaviour will become less frequent.
2: The active punishment approach.
- Praise another student. Point out what the right behaviour is without singling that child out. As soon as the inappropriately behaving student does something appropriate, praise them for it. Look to give the student more reinforcement for appropriate behaviour than is normally the case.
3: Use of punishment (consequences).
- Specific behaviours only.
- Immediate as possible.
- Implemented consistently.
- Effective.
4: Dealing with inappropriate behaviour.
- Know the individual student. How does a particular child respond to praise? To consequences? Is the student likely to become abusive and aggressive if ignored, punished, or confronted?
Practise:
Relating this to my teacher pedagogy upon the reflection of my term 2 report, it is important that I am making the effort to understand children's' personality before labelling them based on their intellectual disability. I believe I am open and patient with these children overall however, when I am only having negative experiences with a child I can forget who they are as a person and their behaviour begins to define them. This term it is important that I find and practise strategies to manage the experiences and challenges I face, so life for that child and myself becomes easier.
Keep personal thoughts to myself about a child's behaviour and not let this influence thoughts about their overall personality. Remain professional in stressful times - train the brain to react and approach situations differently.
Research and development (Educational Psychology - for teaching and learning).
Labelling and person first language:
One of the characteristics of all social groups is the tendency to categorise and label people in terms of attributes that seem significant for the group. In all cases, it is now considered more acceptable to use person first language by referring to the person first and the label of their condition second, if this is necessary at all.
- Acknowledge the person first, their personality traits, not let them be defined by their disability.
- The importance of language being used to label and identify people has grown during the last decade. Example; Gender neutral language became preferred - substitution of 'flight attendant' for 'air hostess'. Similarly, the way we identified persons with disability changed fro 'a retarded individual to a person with an intellectual disability'.
- The words we use influence the way in which we think about people, objects and events.
'What you think and do as a teacher, your attitudes, and how you treat children will be determined by your philosophy'.
1: Ignore the inappropriate behaviour.
- Ignore certain behaviour, then the student receives no reinforcement for that behaviour and the behaviour will become less frequent.
2: The active punishment approach.
- Praise another student. Point out what the right behaviour is without singling that child out. As soon as the inappropriately behaving student does something appropriate, praise them for it. Look to give the student more reinforcement for appropriate behaviour than is normally the case.
3: Use of punishment (consequences).
- Specific behaviours only.
- Immediate as possible.
- Implemented consistently.
- Effective.
4: Dealing with inappropriate behaviour.
- Know the individual student. How does a particular child respond to praise? To consequences? Is the student likely to become abusive and aggressive if ignored, punished, or confronted?
Practise:
Relating this to my teacher pedagogy upon the reflection of my term 2 report, it is important that I am making the effort to understand children's' personality before labelling them based on their intellectual disability. I believe I am open and patient with these children overall however, when I am only having negative experiences with a child I can forget who they are as a person and their behaviour begins to define them. This term it is important that I find and practise strategies to manage the experiences and challenges I face, so life for that child and myself becomes easier.
Keep personal thoughts to myself about a child's behaviour and not let this influence thoughts about their overall personality. Remain professional in stressful times - train the brain to react and approach situations differently.
SMART - Goals
Inspirational, Specific, Measurable, Achievable, Realistic, Time-bound - SMART goals
By ____ (time), I will/have ____ so that ____.
For the first 2 weeks of term 3, 2019 I will focus on 'The active punishment approach' I believe by using a positive approach - ignoring the inappropriate behaviour and praising when things are done appropriately - this will work to make sure both I and the student in mind is remaining calm. I need to make sure I have established when that child has taken it to far and redirect or 'spray and walk away' if it does escalate. During curriculum sessions I will set expectations of what needs to be done at the beginning of the lesson, continue to praise appropriate behaviours from this child, and if the child is struggling to get started - approach the situation calmly "I can see you are having trouble getting started, can I help you?".
In reflection of this behaviour management goal, I believe this worked well. By changing my approach to negative situations it made it easier to move on, ignore the little things, and give the child a chance to settle down. Once the child realised they were not going to get a reaction out of me they actually were more likely to not respond that way or moved on faster. Not reacting or paying attention to the small things will be an important response for me going forward. My choice will be to remain calm and patient with the child and ensure they have at least 15 minutes to cool off before approaching them again.
For the first 2 weeks of term 3, 2019 I will focus on 'The active punishment approach' I believe by using a positive approach - ignoring the inappropriate behaviour and praising when things are done appropriately - this will work to make sure both I and the student in mind is remaining calm. I need to make sure I have established when that child has taken it to far and redirect or 'spray and walk away' if it does escalate. During curriculum sessions I will set expectations of what needs to be done at the beginning of the lesson, continue to praise appropriate behaviours from this child, and if the child is struggling to get started - approach the situation calmly "I can see you are having trouble getting started, can I help you?".
In reflection of this behaviour management goal, I believe this worked well. By changing my approach to negative situations it made it easier to move on, ignore the little things, and give the child a chance to settle down. Once the child realised they were not going to get a reaction out of me they actually were more likely to not respond that way or moved on faster. Not reacting or paying attention to the small things will be an important response for me going forward. My choice will be to remain calm and patient with the child and ensure they have at least 15 minutes to cool off before approaching them again.
