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Part 2:
Theory: Cognitive Behaviour Theory
The theory of behaviour management that influences me the most is the CBT,
as I value a classroom where students are developing their ability to
independently self manage their behaviour, and make conscientious decisions
about what is right, and what is considered wrong. Implementing the CBT will
assist me in sharing the application of classroom management (CM) with
my students. The theory emphasises that students begin to take ownership
for their own behaviour, as I work collaboratively with students to set
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standards, and behavioral objectives to adhere to. Lyons, Ford and ArthurKelly (2011) highlight that CBT seeks to develop student self-management
skills to the point of (behavioural) independence. (p.10) CBT is an effective
CM tool which resonates closely with my philosophy of teaching, it helps
highlight the importance I place on ensuring each student is respected, and
supported as they develop concepts about appropriate behaviour, and takes
into consideration the way students should act in different contexts. CBT
enables me to assist my students in becoming independent thinkers who self
regulate their behaviour, and offers guidance to students as they grow and
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develop into people who are responsible, and in control of their actions, and
thought processes. Tal (2010) expresses that self regulation is often
associated with Albert Banduras studies where stated that it is the
process of forethought through which people motivate themselves and guide
their actions in an anticipatory, proactive way. (p. 146).
I value the CBT in the classroom, as it is a collaborative approach that
encourages a respectful relationship between the teacher and the student.
They both work alongside each other to set expectations and goals that are
achievable for that individual. Lyons Etal (2011) expresses a positive practice
that helps build an optimistic learning environment using the CBT, stating that
teachers need to be actively collaborating with students in the selection of
behavioural goals and due process. (p.10) Through this theory teachers
become active role models for their students, expressing cognitive thinking
processes, and ways of controlling ones thoughts, to assist in managing
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certain behaviours as the need arises. Van Iesrel and Bradley (2009) indicate
that the most common role models for young children are their parents,
teachers, peers and the media. What children observe in others is what they
learn to do themselves. (p. 220)
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students with incentives may prove successful short-term but ineffective over
time. (p. 8-9)
Another approach that does not resonate with my philosophy of teaching is
the Assertive Discipline (AD) approach, whereby the classroom teacher is in
full control of behaviour management in the classroom, and dictates their
rules and expectations to student who must follow them. Teachers who use
the AD approach do not guide students in becoming self-regulators; instead
apply sanctions, which often fail, telling students why they are getting in
trouble rather than suggesting ways of helping them manage their behaviour.
Sanctions are usually associated with a rippling effect as the student persists
with the undesirable behaviour. Koki Etal (2007) expresses that
punishment as an intervention should be regarded as a last resort.
Punishment has serious limitations because by itself it is non-instructive and
does not address why the student is misbehaving. (p. 8) I believe that in
order to improve students behaviour the classroom teacher needs to ensure
they are working alongside students rather than above them, so their students
have someone they can trust and guide them as they develop their cognitive
thinking. Porter (2008) further expresses this point by stating that by
imposing consequences on students, it fails to teach them how to think about
and solve problems. (p. 192)
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Part 3
How you will make clear your expectations for appropriate behaviour
A key component of the CBT is sharing the responsibility of behaviour
management with students, therefore I believe the best way to make clear
my expectations for appropriate behaviour, is to devise a set of classroom
rules and individual learning goals in unison together at the beginning of
the year, so each person has the opportunity to see what is expected of
them, and contribute behaviour goals that they feel they can achieve on a
daily basis. Koki Etal (2007) further emphasises the importance of joint
rule development by stating that by keeping students actively engaged in
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the rule-setting process, the teacher can ensure that behaviour policies
are consistent and clearly understood. (p.5)
113 words
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of the rules, and expectations I have of them, and that I provide them with
warm feedback when particular behaviours comply with the stated
expectations and rules. One way I can do this is to reinforce the classroom
rules regularly, and talk to students about the passages they write in their
reflective journal, suggesting techniques they can try next time if they face
a similar problem.
100 words
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94 words
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write in their reflective journals, discussing what they have written, why
they have written it and making suggestions for them to try in the future.
The main aim of reading the reflective entries is to identify the cognitive
methods students use to assist with behaviour management, and talking
about ways of advancing these methods in order to guide them in
becoming independent self managers of their own behaviours.
101 words
A crisis plan
Remain calm and open to interpret the situation.
Identify the problem affecting the persons ability to comply with
classroom rules.
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Make sure the student in the crisis is not at any risk, nor their
classmates
Tell student sternly to pause before they act further on their behaviour
Use appropriate verbal strategies for that person that I know work for
them. Name you need to put that book down NOW your going to hit
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98 words
Word Count Overall + 10% = 871
Part 4
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As a class we have developed a set of rules
and expectations that we need to follow daily.
We know that it is our responsibility to make
sure we abide by these rules and that we
strive to ensure we make right choices when
we are learning each day.
I wonder what
expectations my
teacher has about
classroom
management and
behaviour
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References:
Evertson, C. M., & Harris, A. H. (2007). What we know about Managing
Classrooms. Retrieved from https://leocontent.acu.edu.au/file/5cb275570159-43d5-b8c34ee8a5f2e323/1/Reading%202%20What%20We%20Know%20About%20Ma
naging%20Classrooms.pdf
Foster, S. L., Brennan, P., Biglan, A., Wang, L., & and Al-Ghaith, S. (n/d)
Preventing behaviour problems: What works. International Academy of
Education, International Bureau of Education. Retrieved from
https://leocontent.acu.edu.au/file/5cb27557-0159-43d5-b8c34ee8a5f2e323/1/Optional%20Reading%208%20Preventing%20behaviour%2
0problems-%20what%20works.pdf
Jones, M. H., Estell, D. B., & Alexander, J. M. (2007). Friends, classmates,
and self-regulated learning: discussions with peers inside and outside the
classroom. Metacognition and Learning, 3(1), 115. Retrieved from
http://link.springer.com.ezproxy1.acu.edu.au/article/10.1007/s11409-0079007-8
Koki, S., Van Broekhuizen, D. L., & Uehara, D. L. (2007). Prevention and
Intervention for Effective Classroom Organisation and Management in Pacific
Classrooms.
Lyons, G., Ford, M., & Arthur-Kelly, M. (2011). Classroom Management:
Creating Positive Learning Environments. Australia: Cengage Learning
Australia.
Porter, L. (2008). Young children's behaviour: Practical approaches for
caregivers and teachers (3rd ed). Elsevier: Sydney.
Tal, C. (2010). Case Studies to Deepen Understanding and Enhance
Classroom Management Skills in Preschool Teacher Training. Early
Childhood Education Journal, 38(2), 143152. Retrieved from
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http://link.springer.com.ezproxy2.acu.edu.au/article/10.1007/s10643-0100395-z
Van Iersel, H., & Bradley, K. (2009). Nelson Psychology VCE Units 1 and 2 Student Book (2nd ed.). Australia: Cengage Learning Australia.
Woolfolk, A., & Margetts, K. (2012). Educational Psychology (3rd ed.).
Australia: Pearson Education Australia.
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