"The consequences of behavior determine the probability that the behavior will occur again" - B.F. Skinner (Cherry. K (2005)
Challenging behaviour refers to the behaviours that are considered as unacceptable in the environment they occur in. Within an educational environment, challenging behaviour is commonly considered to be the actions of an individual or group that endanger or harm the students or others and interfere with the students' academic success (Hyde, Carpenter & Conway, 2010).
Hyde, et al., (2010) state that "challenging behaviours... are considered to be disruptive and aggressive behaviours that may include sexualised behaviour, self-harm, and physical and verbal behaviour such as hitting and threatening others. Another aspect... is the less intrusive but persistent behaviours, including off-task behaviours such as talking in class or being inattentive."
There are many leading researchers in the field of teaching and behaviour management in the classroom. Some of the leading theorists in the field of behaviour management are included in a list below and the resources to find more information on these theorists and the theories that have been popular throughout the ages can be found in the Reference sub-page. Three theorists - one of which is on the list below - are discussed in more detail.
There are roughly nine popular models for behaviour management which have been around for a number of years and the theorists behind the popular behaviour management models include:
The theories and models for behaviour management that have been popular throughout the years and are effective in many different scenarios are:
Hyde, et al., (2010) state that "challenging behaviours... are considered to be disruptive and aggressive behaviours that may include sexualised behaviour, self-harm, and physical and verbal behaviour such as hitting and threatening others. Another aspect... is the less intrusive but persistent behaviours, including off-task behaviours such as talking in class or being inattentive."
There are many leading researchers in the field of teaching and behaviour management in the classroom. Some of the leading theorists in the field of behaviour management are included in a list below and the resources to find more information on these theorists and the theories that have been popular throughout the ages can be found in the Reference sub-page. Three theorists - one of which is on the list below - are discussed in more detail.
There are roughly nine popular models for behaviour management which have been around for a number of years and the theorists behind the popular behaviour management models include:
- Bill Rogers
- William Glasser
- Rudolf Driekers
- Fredric Jones
- Fritz Redl and Willian Wattenberg
- Jacob Kounin
- Lee & Marlene Canter
- Hiam Ginott
- B.F. Skinner
The theories and models for behaviour management that have been popular throughout the years and are effective in many different scenarios are:
- Positive Correction
- Choice Theory
- Logical Consequences
- Tools For Teaching
- Dealing with The Group
- Preventative Discipline
- Assertive Discipline
- Congruent Communication Theory
- Operant Conditioning
Robert Marzano: The Art and Science of Teaching (2007)
Robert Marzano is one of the leading theorists that will be discussed in more depth in this section. He is a leading researcher in education and is author of over 30 books and more than 150 articles on topics such as instruction, assessment, writing and implementing standards (Marzano Research, 2015).
One of his books, The Art and Science of Teaching, focuses on the balance of science and art to create sound behaviour management strategies. It is stated by the Marzano Institute Australia (2014) that "though classroom instructional strategies should clearly be based on sound science and research, knowing when to use them, and with whom, is more of an art." It is through this rationale that Marzano presents a framework that ensures quality teaching that balances the necessity of research-based data with the need to understand strengths and weaknesses of individual students. Marzano presents this framework in the form of 10 questions to assist planning of a successful instructional design (Marzano Institute Australia, 2014).
The 10 questions to ask when planning a unit of instruction from The Art and Science of Teaching are:
(Marzano, 2007)
In The Art and Science of Teaching, these questions are broken up to chapters of the book to provide the most knowledge in each of the sections and further enhance knowledge.
Marzano has states outcomes for teachers through reading The Art and Science of Teaching and these are:
One of his books, The Art and Science of Teaching, focuses on the balance of science and art to create sound behaviour management strategies. It is stated by the Marzano Institute Australia (2014) that "though classroom instructional strategies should clearly be based on sound science and research, knowing when to use them, and with whom, is more of an art." It is through this rationale that Marzano presents a framework that ensures quality teaching that balances the necessity of research-based data with the need to understand strengths and weaknesses of individual students. Marzano presents this framework in the form of 10 questions to assist planning of a successful instructional design (Marzano Institute Australia, 2014).
The 10 questions to ask when planning a unit of instruction from The Art and Science of Teaching are:
- What will I do to establish and communicate learning goals, track student progress, and celebrate success?
- What will I do to help students effectively interact with new knowledge?
- What will I do to help students practice and deepen their understanding of new knowledge?
- What will I do to help students generate and test hypotheses about new knowledge?
- What will I do to engage students?
- What will I do to establish or maintain classroom rules and procedures?
- What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures?
- What will I do to establish and maintain effective relationships with students?
- What will I do to communicate high expectations for all students?
- What will I do to develop effective lessons organized into a cohesive unit?
(Marzano, 2007)
In The Art and Science of Teaching, these questions are broken up to chapters of the book to provide the most knowledge in each of the sections and further enhance knowledge.
Marzano has states outcomes for teachers through reading The Art and Science of Teaching and these are:
- "Acquire a common language of instruction.
- Master essential instructional routines such as providing clear learning goals and defining levels of proficiency.
- Acquire strategies for delivering new content, and practice them to deepen understanding.
- Discover the importance of applying knowledge by generating and testing hypotheses.
- Learn important teacher behaviours for engaging students and building strong relationships.
- Ensure high expectations for all students. (Marzano Institute Australia, 2014)"
Bill Rogers: Classroom Behaviour (2015)
Bill Rogers has been labelled the "worlds leading authority on behaviour management in schools" by Orisis Educational (CQU, 2015). Rogers is a teacher by profession but has outsourced his knowledge to others by becoming an educational consultant, leading seminars and lectures on discipline and behaviour management; stress and teaching; classroom management; and developing policies for behaviour management which are community-oriented. All of this, he bases on a whole-school approach to teaching (Rogers Education Consultancy Pty Ltd, N/A).
In his book, Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour management and Colleague Support, Bill Rogers discussed everything from the dynamics of students behaviour and how both teacher and student behaviours effect each other; to how teacher can support each other in the school with issues such as the hard-to-manage class to stress and coping.
Classroom Behaviour develops the readers knowledge on key points that are paramount to the development of classroom and behaviour management like the "establishment phase." Rogers states as one of the fundamental things for a teacher to do at the "establishment phase" (the beginning of the year, the day before the students return) is ask yourself: "What can I do (and what can we do as a collegial team) to minimise, and prevent (where possible), unnecessary hassles or problems in establishing positive behaviours in our classes and a cooperative learning culture?" (Rogers, 2015). The answers that you will produce will focus on the necessary procedures, routines and rules that enable the smooth running of a complex community of people. Included in this chapter, Rogers refers to the opening procedures a teacher can take that a student might expect to set up that initial meeting to run with ease. Some of the points Rogers highlights as things that a teacher might clarify include:
A discussion on behaviour management in terms of the consequences and "punishments" used for negative behaviour is discussed and a framework that outlines the planning and utilisation of consequences is developed. School-wide consequences such as detention and the use of time-outs is discussed within the frameworks and Rogers addresses the role that a teacher has which can be a crucial part in repairing and rebuilding with students (Rogers, 2015).
In his book, Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour management and Colleague Support, Bill Rogers discussed everything from the dynamics of students behaviour and how both teacher and student behaviours effect each other; to how teacher can support each other in the school with issues such as the hard-to-manage class to stress and coping.
Classroom Behaviour develops the readers knowledge on key points that are paramount to the development of classroom and behaviour management like the "establishment phase." Rogers states as one of the fundamental things for a teacher to do at the "establishment phase" (the beginning of the year, the day before the students return) is ask yourself: "What can I do (and what can we do as a collegial team) to minimise, and prevent (where possible), unnecessary hassles or problems in establishing positive behaviours in our classes and a cooperative learning culture?" (Rogers, 2015). The answers that you will produce will focus on the necessary procedures, routines and rules that enable the smooth running of a complex community of people. Included in this chapter, Rogers refers to the opening procedures a teacher can take that a student might expect to set up that initial meeting to run with ease. Some of the points Rogers highlights as things that a teacher might clarify include:
- "lining up and room entry procedures, outlining the distinction between "social time" (outside classroom time) and 'our' teaching and learning time.
- use of cues for whole-class discussion and questions and use of teacher cue(s) to initiate whole-class attention at any stage.
- routines for tidying work space/place
- cues and procedures for lesson closure and exit from the classroom."
A discussion on behaviour management in terms of the consequences and "punishments" used for negative behaviour is discussed and a framework that outlines the planning and utilisation of consequences is developed. School-wide consequences such as detention and the use of time-outs is discussed within the frameworks and Rogers addresses the role that a teacher has which can be a crucial part in repairing and rebuilding with students (Rogers, 2015).
Ragnar Purje: Responsibility Theory (2014)
Ragnar Purje is a relatively new theorist in the world of behaviour management models, creating his book Responsibility Theory in 2014. Under his belt he has 11 Academic qualifications and is currently sitting for number 12. Responsibility Theory is not Ragnar Purje's first books, with ANRME (Advanced Neurological Restructuring and Muscular Enhancement) in 2011, which reports on a unique applied movement therapy which he initiated first in 1993 (Purje. R, 2014).
The Responsibility Theory Purje developed is a consideration in classroom management and takes into account ten precepts associated with personal intellectual interpretive engagement and the associated cognitive and behavioural application. Purje's theory has two broad social goals. One is the personal application of the theory; where the goal is to inform individuals that through their own analysis and reflection of the Responsibility Theory precepts, the student will hopefully begin to develop and apply their individualised self-empowering possibilities. The second goal is to achieve "enduring, positive classroom-centred academic, behavioural, personal, social and pedagogical outcomes" (Purje. R, 2014). The intended outcome with the second goal in mind it to inform, and empower both teacher and student equally while at the same time informing the teacher and student about their personal responsibilities (Purje. R, 2014).
Ragnar Purje developed 10 Responsibility Theory precepts which he uses to empower both teacher and student and they all fall under one simple question:
What am I responsible for, and what power do I have?
These 10 precepts at the heart of the Responsibility Theory are used as the only constant in a theory that is not a set method - it can be applied to a manner of situations. Purje states that "the aim of Responsibility Theory is to always inform the student that the student is responsible for and has power over their thinking, their behaviour, what they say, their choices, and their learning" (Purje. R, 2014).
As a part of the Responsibility Theory, Purje includes the rules that he uses when teaching as well as the classroom behaviour procedures that accompany these rules. Ragnar Purje's classroom rules are:
The procedures that accompany these rules are:
The Responsibility Theory Purje developed is a consideration in classroom management and takes into account ten precepts associated with personal intellectual interpretive engagement and the associated cognitive and behavioural application. Purje's theory has two broad social goals. One is the personal application of the theory; where the goal is to inform individuals that through their own analysis and reflection of the Responsibility Theory precepts, the student will hopefully begin to develop and apply their individualised self-empowering possibilities. The second goal is to achieve "enduring, positive classroom-centred academic, behavioural, personal, social and pedagogical outcomes" (Purje. R, 2014). The intended outcome with the second goal in mind it to inform, and empower both teacher and student equally while at the same time informing the teacher and student about their personal responsibilities (Purje. R, 2014).
Ragnar Purje developed 10 Responsibility Theory precepts which he uses to empower both teacher and student and they all fall under one simple question:
What am I responsible for, and what power do I have?
- I am responsible for my thinking, and I've got power over my thinking.
- I am responsible for my behaviour, and I've got power over my behaviour.
- I am responsible for what I say, and I've got power over what I say.
- I am responsible for my choices, and I've got power over my choices.
- I am responsibly for my learning, and I've got power over my learning.
- I am responsible for the consequences of my behaviour.
- If I can change my thinking, then I can change my behaviour.
- Everyone can see my behaviour, and everyone can hear what I say.
- I am judged by what I do, and what I say.
- I think, therefore I am (Descartes). I am what I think, do, say and choose.
These 10 precepts at the heart of the Responsibility Theory are used as the only constant in a theory that is not a set method - it can be applied to a manner of situations. Purje states that "the aim of Responsibility Theory is to always inform the student that the student is responsible for and has power over their thinking, their behaviour, what they say, their choices, and their learning" (Purje. R, 2014).
As a part of the Responsibility Theory, Purje includes the rules that he uses when teaching as well as the classroom behaviour procedures that accompany these rules. Ragnar Purje's classroom rules are:
- I am responsible for what I think, do, say, choose and learn.
- My negative choices will have negative consequences.
- My positive choices will have positive consequences.
- I've got the power to change my thinking and to change my behaviour.
- I've got the power!
The procedures that accompany these rules are:
- 1st warning: name written on board.
- 2nd warning: name written on board.
- 3rd warning: name written on board. Time out location.
- 4th warning: name written on board. Buddy class.
- 5th warning: name written on board. Behaviour management.
- 6th warning: name written on board. Administration.