Relationship Building - Teachers Behaviour
Ever wished this was an appropriate behaviour
management strategy?
It needs to be noted, that for there to be an effective teacher-student relationship, there needs to be specific teacher behaviours. These behaviours include showing the appropriate levels of authority, cooperation and being aware of the needs of the students (Wong, 2003). Being a friend to a student or having a great personality is not an effective method of the teacher-student relationship. Marzano, Marzano and Pickering (2003), in a meta-analysis of more than 100 studies, reported that teachers who had high-quality relationships with students had 31% fewer discipline problems, rule violations, and other related problems over a years’ time than did teachers who did not. So, how do you, the teacher form these high quality
relationships in your classroom?
Teachers need to adopt a relationship-building approach to classroom management. This approach involves taking personal interest in students; establishing clear learning goals, and modelling assertive, equitable, and positive behaviour (Hall and Hall, 2003). Teachers are expected to create, implement and maintain high standards of classroom management skills, however this is often overlooked in preservice training. Teachers also need to be organised, efficient and highly motivating educators.
Discipline With Dignity
The philosophy behind this approach is that dealing with students behaviour is partly the teachers responsibility and that treating students with dignity is essential. This theory proposes that responsibility is much more important than obedience and to implement a consequence successfully, several techniques should be utilised:
1. Implement consequences and be consistent - teachers must be consistent at all times otherwise the message they send to the students is that sometimes the behaviour is acceptable and sometimes it is not. Students will sense this message and the undesirable behaviour will continue.
2. Teachers should not embarrass students in front of their peers - children are sensitive and deserve the same respect that adults demand.
3. Teachers should not think in terms of winning and losing - in the end, learning will be the outcome for responsible students and a teachers professionalism must prevail.
(Kaliska, P. (2002), A Comprehensive Study Identifying The Most Effective Classroom Management Techniques and Practices, University of Wisconsin-Stout.)
1. Implement consequences and be consistent - teachers must be consistent at all times otherwise the message they send to the students is that sometimes the behaviour is acceptable and sometimes it is not. Students will sense this message and the undesirable behaviour will continue.
2. Teachers should not embarrass students in front of their peers - children are sensitive and deserve the same respect that adults demand.
3. Teachers should not think in terms of winning and losing - in the end, learning will be the outcome for responsible students and a teachers professionalism must prevail.
(Kaliska, P. (2002), A Comprehensive Study Identifying The Most Effective Classroom Management Techniques and Practices, University of Wisconsin-Stout.)