Standard 4: Create and maintain supportive and safe learning environments
4.3 Manage challenging behaviour
Standard 4.3 suggests that I should be able to demonstrate knowledge of practical approaches to manage challenging behaviour (AITSL, 2014). Mackay (2006) suggests four important things to remember when it comes to behaviour management. These are to be proactive, plan for behaviour, be positive and be persistent. All behaviour is a form of communication whether it is direct or indirect. Therefore planning for behaviour and supporting behaviour is foundational in developing safe and supportive learning environments. Below are some strategies and practical approaches involved in planning for, managing and preventing challenging behaviour.
'Behaviour is a message'
- Jenny Mackay (2006)
Proactive & Preventative Strategies:
Feelings chart & the five point scale:
Feelings charts and the five point scale can help children recognise when they are becoming more and more distressed. Some students may benefit from a chart that provides them with a list of strategies they can choose from to prmote self-regulation or alternatively some students may benefit from a chart that helps them to identify what level of anger or distress they are at by looking at images or reading descriptions about how they may be feeling at a particular level. Both tools aim to promote self-regulation which is an essential skill to develop (Browder & Spooner, 2011).
Considering the conditions of the classroom environment:
Classrooms are naturally busy environments. For some students this can be extremely overwhelming. Therefore considering the organisation and sensory input that the classroom provides is crucial. Carpenter & Thompson (2010) suggest that challenging behaviour is likely to increase if their is no organisation and structure procedures in place. Therefore establishing a clear classroom routine and setting up the classroom in an orderly way is important. Westwood (2011) suggests that the following may be worth considering, reducing group size, thinking about classroom seating arrangement (facing away from windows), changing teaching method and eliminating interruptions and distractions. Considering what is displayed and the quantity of items and things hanging on the walls can be a preventative strategy to avoid distraction and further challenging behaviour.
Appropriate curriculum presentation and classroom culture:
Challenging behaviour does arise if the work that is provided does not fit students readiness level (Carpenter & Thompson, 2010). Reflecting the importance of differentiation. Further information can be found under standard 1. Know students and how they learn. Promoting positive and inclusive classroom culture through the use of respectful communication can also prevent the incidence of challenging behaviour (Carpenter & Thompson, 2010).
Teaching appropriate/expected behaviour:
Social Stories:
Social stories are considered a cognitive approach to behaviour change. These are used to help students discriminate between appropriate and inappropriate behaviours (Westwood, 2011). They can be used to help students to reflect on their own behaviours, learn new ones or be prepared for specific situations which could trigger particular behaviours such as transitions throughout the day and lining up.
Example derived from: http://www.speechbuddy.com/blog/speech-therapy-techniques/using-social-stories-in-speech-therapy/
Teaching classroom rules, routine and expected behaviours:
Carpenter and Thompson (2010) state that students with challenging behaviours need approapriate social skills explicitly taught and individualised to meet their needs. This can be achieved through teacher modelling acceptable behaviours and attitudes throughout the school day. Or as suggested by Price & Nelson (2014) teachers can explicitly teach acceptable behaviours through precorrection, an activity, a mini-lesson or a full lesson. Precorrection means to correct behaviour in advance such as teaching crossing the road safety before going on a school excursion. An activity could include role-playing scenarios. Mini lessons or full lessons are simply long or short lessons involving the teaching of skills such as morning routines.
Positive Behaviour Support (PBS)
Positive behaviour support is a proactive and preventative approach to understanding and targeting challenging behaviours (Arthur-Kelly, 2006). The approach provides a framework which focuses on environmental change to further improve the quality of life for the individual who the support plan is specifically designed for and for their family (Carr, Dunlap, Horner, Koegel, Turnbull, Sailor, Anderson, Albin, Koegel & Fox, 2002).
PBS intervention strategies include the following:
PBS intervention strategies include the following:
- Modifying the classroom conditions to decrease the probability of problem behaviour
- teach student self-control strategies
- using positive reinforcement rather than reprimands
- provide active support and supervision
- discuss behaviour codes and personal rights and responsibilities as students
- explicitly teach students behaviours they need to display
Additional classroom behaviour management procedure strategies:
Westwood (2011) suggests a list of corrective actions a teacher could use in the moments of managing behaviour. These include the following:
- tactical ignoring (for low level disruptions)
- simple directions or redirection of behaviour
- positive reinforcement (praise)
- question and feedback
- rule and agreement reminders
- offering simple choices
- Non-punitive time out (providing students with jobs to do)
- isolation from peers to discuss the problem and allow time for the student to think about the problem
- removal from class