Dttls - Behaviour Management a Reflective Practice

Behaviour Management: A Reflective practice Looking at behaviour management within the classroom has shown that there are many academic theories. These include Geoff Petty, Susan Wallace and Dave Vizzard to name a few. By using these theorists books and additional internet sources it will give me the opportunity to review my own practice, ways to adapt my practice and ways to set ground rules for behaviour. During teacher training sessions and from reading and researching the subject it is clear that it is not easy to manage a classroom full of students. In fact, many factors need to be taken into account when planning strategies to be used. By being pro-active, looking, and analyzing our own practice, it should give us a better†¦show more content†¦One of the best things about this method is that it is easy to apply as a behaviour strategy and it can be differentiated throughout a group. To expand this method it could be encouraged to make it more formal by incorporating a physical graphic representation within the teaching environment e.g. a wall chart showing progression, this method is explained by Vizzard (2007 p44). This will then support student’s improvement and show good practice throughout. The second preferred method is peer pressure. Wallace (2007 p86) states, â€Å"the use of peer pressure to establish quiet will usually be more effective than the teacher trying to impose it on their own† This has worked very well in the past. Peer pressure does not just need to be used as a negative method of behaviour management. We can look at other peer based management methods. Peer assessment can be used as a positive management technique within a workshop for example. Having students critique each other’s practical work can be a very interesting experience. As long as the guidelines are set regarding how they assess the work and it is fair for all to do so, peer-assessing works phenomenally well. A strategy by Biggs (cited by Petty, 2004 p461) has shown that peer assessment can encourage higher attainment. It should be then considered that student’s behaviour would be more positive which should lead to easier management of a group. Though peer