EDY 2312/5312 – Managing Behaviour

in Schools

2020
Lecture 4: Behaviour Management
 What is behaviour?
 Behaviour is the range of actions and mannerisms made by
individuals, organisms, systems, or  artificial entities in a
particular situation in conjunction with themselves or their
environment, which includes the other systems or organisms
around as well as the physical environment.

 It is the response of the system or organism to various stimuli

or inputs, whether internal or external, conscious or
subconscious, overt or covert, and voluntary or involuntary.
 Behaviour Development
 Personality involves the inborn traits, the cognitive and behavioural patterns that
influence how people think and act. While personality continues to evolve over time and
respond to the influences and experiences of life, much of personality is determined by
inborn traits and early childhood experiences.
 Many theories have tried to explain how human personality develops, why we behave as
we do, what environmental conditions motivate us to act certain ways, and how these
factors are interrelated. Such theories include:

 Psychological Theories
 Sigmund Freud – Psychoanalytic Theory
 Erik Erikson - Psychosocial Developmental Theory
 Jean Piaget - Cognitive Development Theory
Human Development Theories …
 Social Cultural Theories
 Albert Bandura – Social Learning Theory
Lev Vygotsky - Social Interaction Theory

 Behavioral Theories
 B. F. Skinner Operant Conditioning

 Humanistic Theories
Abraham Maslow – Hierarchy of Needs
Urie Bronfenbrenner - Ecological Systems Theory
 Behaviour Management
What is Behaviour management?

 Behaviour management is an aspect of an institution’s (school and classroom)

management that deals with reducing or eliminating problem behaviours and/or
introducing or increasing desirable behaviours (Bursztyn, 2007).

  Behavior management includes all of the actions or strategies to enhance the

probability people, individually and/or in groups, choose behaviors which are
personally fulfilling, productive, and socially acceptable.
 Purpose of Behaviour Management
 The purpose of behaviour management is to promote a positive, caring
school and classroom community that encourages student learning,
positive peer and teacher relationships and self-motivation (Joseph Pagelio,
NDOE, 2009)
 Behaviour management is critical to creating a positive learning
environment for students (Bursztyn, 2007)
 It is important that student behaviour is managed or else the classroom
instruction or school learning culture can be compromised by behavioural
issues (Wentzel, 1999).
 Behavior management skills are of particular importance to teachers in the
educational system (McAdam & Lang, 2003).
PNG Traditional Behaviour Management
Approaches
 Informal systems:
 Hausman/ Hausmeri
 Haus Tambaran
 Longhouse
 Kukurais,
 Mentoring
 Home discipline,
 Compensation,
 Corporal punishment,
 Sanguma,
 Poison, etc
PNG modern Behaviour Management
Approaches
 Formal System:
 Court system
 Church doctrines
 School policies rules
 Law & Order
 Police
 Correctional Services,
 Corporal punishment, etc
 Behaviour Management and the School
 Schools play a crucial role in shaping young people’s behaviour. It is the ongoing
social interactions that enable students to learn about themselves and how to become
accepted and competent members of their social worlds (Wentzel, 1999).
 The school is at the heart of educating children grow in knowledge, morality, their
abilities to relate to others, their concepts of community and the ability to live life to
the full. It is in the school that the future of our societies gains formation and direction
(McAdam & Lang, 2003).
 Engaged in whole school approach to school rules, discipline processes, classroom
management, working with parents and community, reward systems, counselling and
support services (Pagelio, 2009)
 The way in which a school manages its students will have an impact on their sense of
belonging, their level of engagement and their achievements.
 Behaviour Management Strategies
 It is vital for schools to develop their behaviour management strategies about problematic
behaviours, and to develop proactive approaches and skills that focus on prevention, respect and
learning.
 The behaviour management strategies should focus on preventing negative behaviours from
occurring and on equipping staff with skills to empower students to manage their own behaviour.
The strategies should focus on addressing disruptive behaviour safely and effectively, increasing
the likelihood that students will choose more positive behaviours.
 Some behaviour management strategies include;
 Behaviour management policies
 School rules
 Classroom rules
 Counselling
 Assertive discipline, etc.
 Behaviour Management Strategies should promote Positive Behaviour in Children
 1. Set Clear Boundaries and Limits
 In order for the rules to carry weight, breaking them should lead to consequences that are both fair, and logical. In simple
terms, the punishment should fit the crime —
 2. Treat Children as Individuals — Listen to Them
 Take the time to discuss feelings with your students —Discussing issues with children, and listening to their concerns will
help to encourage empathy in your students and create understanding.
 3. Provide a Positive Role Model
 Your students will act how you act, so it’s crucial to lead by example in every aspect of life. The more you show the
behaviours you want them to adapt, the more they will consider those behaviours to be natural.
 4. Deliver the Appropriate Amount of Attention
 Children crave attention, and if good behaviour isn’t getting them the spotlight they’re looking for, then they’re likely to
misbehave just to get a reaction.
 5. Cool Down and Convey the Right Message
 Try to take advantage of teachable moments whenever possible, and inform students of how their good or bad behaviour
affects both them, and you.
 6.Positive Behaviour Takes Time
 Remember, encouraging positive behaviour is a long going battle that you’re going to work hard at.
 PNG Behaviour Management Policy

 Is a whole school approach to creating an environment to promote positive behaviour and reduce
opportunities for poor behaviour.
 Is about responding to poor behaviour in a way that not only allows students to take responsibility for
their behaviour but provides them with an opportunity to learn and change.
 Recognises that sometimes there are underlying causes for poor student behaviour, like lack of
supervision and parental guidance, family and relationship problems, peer pressure, illness and death
amongst family members, drug and alcohol abuse and economic hardship that students need help to deal
with.
(PNG Department of Education, 2009)
Behaviour Management Policy: NDOE

NDOE, 2009 (Reviewed 2018)

 PNG School Behaviour Management Policy
 Head teachers and teachers play a central role in promoting positive student behaviour in our
schools and need support to continue to respond to the increasing numbers of students and
student issues in our schools. Dealing with issues that affect student behaviour, such as bullying,
drug and alcohol use, family breakdown, child abuse, death of family members is common work
for teachers.

 While most students behave well in schools, we need to assist teachers to learn skills and
strategies to intervene when there is poor behaviour so that our students have a chance to learn
better ways to behave and get the very best out of their education
(Joseph Pagelio, PNG Secretary for Education, 2009)
 Summary
 Effective behaviour management is an important factor in creating positive learning
communities (Nelson, Martella & Marchand-Martella, 2002). Some schools struggle
to meet the needs of students with challenging behaviours. While these students
generally make up a small percentage of students, addressing their needs can require a
large amount of school time and resources. They are also more likely to experience
dropout, academic failure, criminal activity, unemployment and other negative
outcomes evident in our society today (Wilkinson & Meiers, 2007; Nelson, Martella,
& Marchand-Martella, 2002).

 Behaviour management is critical to creating a positive learning environment for

students. The issue of how to manage student behaviour in schools has been around as
long as there have been schools (Bursztyn, 2007; Osterman, 2000). Behaviour man­
agement has been and still is the chief concern of educators (Garland, Garland &
Vasquez, 2013).
No matter how well a teacher knows the subject matter
or how well he or she can teach, a teacher who cannot
manage a class is finished!
 Tutorial Activities
1, Discuss the various forms of behaviour management in the traditional PNG societies
and how they effective they were. How could these forms of behaviour management be
adjusted to address current student behaviour issues in the schools?

2. Discuss the various forms of behaviour management in our schools and modern PNG
societies and how effective they are.
If any of the approaches are not effective, discuss ways they could be improved to
adequately address student behaviour issues in schools,

3. Discuss strategies you would personally engage in addressing student behaviour issues
in the schools when you become a teacher.