Classroom Behavior Analysis

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As with a variety of aspects within education, competent classroom management is crucial to the functioning of an effective learning environment. Successful learning can only be achieved when educators implement a consistent behaviour management system (Gabriel & Matthews, 2011). Classroom behaviour can be defined as any behaviour where the intent is to interfere with the teacher, students or class learning (Charles, 2008). The individually supported theories of Choice Theory, Assertive Discipline Theory, and Cognitive Behavioural Theory are discussed in terms of their relation to the student and teacher.

Choice Theory was developed by American psychologist, William Glasser (Gabriel & Matthew, 2011). Influenced by psychoeducational theories, …show more content…

It is the responsibility of the teacher to associate teaching and management styles that set clear expectation of the behaviours, through the use of hierarchical list of consequences, and formal recognition of positive behavioural choices (Lyons, Ford & Slee, 2014; Manning & Bucher, 2003; Gordon, 1996b). Assertive Discipline engages the teacher, through a calm and assertive manner, in setting instructions, developing clear assessment tasks, and maintaining a regular class routine where students are first reminded of responsibility to follow instructions before consequences are followed through (Brady, 2005; Lyons, Ford & Slee, 2014).

Assertive Discipline Theory caters towards a class level of discipline with little acknowledgement of the individual, or extension to the overall school environment (Lyons, Ford & Slee, 2014). Although there are attempts of individual management plans for challenging behaviours, Assertive Discipline Theory lacks emphasis on individual difference, for example different learning styles that do not fit the class routine (Brady, 2005; Lyons, Ford & Slee, …show more content…

Encouraged by psychoeducational and behaviourist theories, CBT suggests that individuals have the ability to make positive and negative behavioural choices, which are influenced by internal and external factors (Lyons, Ford & Slee, 2014). The experiences surrounding belonging, interpretations of self and others, social contexts, personal motivation, problem-solving skills and emotional security influence ones ability when making behavioural choices (Lyons, Ford & Slee, 2014). CBT suggests that the more self-reliant a student becomes, the more motivated they are to attend to positive behaviours (Lyons, Ford & Slee, 2014).

In the educational environment, it is the role of the teacher to provide opportunities that facilitate the student in becoming a self-regulated learner. Within CBT, discipline is connected to both teaching and managing the environment, focusing on the teaching of skills towards managing behaviour (Lyons, Ford & Slee, 2014). Teachers need to be aware of different learners in the class when setting instructions and learning activities, need to make observations of individuals, provide constructive feedback, and encourage social reinforcement prior to reward or punishment (Lyons, Ford & Slee, 2014; Gordon,

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