The Ecological Model
Ecological model of the
classroom (adapted from
Conway, 2008)
In the ecological model (see image), the classroom is considered to be an ecosystem that involves interactions between the physical environment, teacher characteristics, curriculum including pedagogy and resources, and a multitude of student variables. Explanations of both productive and unproductive behaviours must therefore consider the interaction of all four components of the specific learning ecosystem and interactions between multiple school settings (e.g., classrooms, playground/yard, canteen). This is based on the key principle that student behaviour does not exist in isolation but within the interaction between all elements of that ecosystem.
Choice Theory
Before you even step into the classroom, it is important to realize what could be motivating the students to want to “act out” behaviourally and influence the overall classroom environment. Glasser addresses such motivations through the choice theory (Charles, 2011). The choice theory assumes that a “student’s behaviour is based upon whatever is most satisfying to them at any given time” (Charles, 2011, pg. 145). Students are determined to try to be in control over their own lives so they can meet their needs, therefore, it is the duty of teachers to guide, teach, and expose students to positive and responsible behaviour, which allows them to gain more self-control over their “chosen” behaviours (Charles, 2011). Students should be given the opportunity to understand that their behaviours can be chosen by themselves, as are any consequences that follow from their choices. It is also important that students understand that they are entitled to be treated fairly and be able to raise a concern if they feel that they have been treated unjustly – provided they follow the correct process.
To demonstrate this to students teachers can utilise parallel analogies – a student in a classroom who feels that they have been accused unjustly, compared with a driver on the road who has been pulled over by the police for speeding, when they believe they were actually within the speed limit. Teachers must discuss with students the possible responses of each and the consequences of each response. In each case it is seen that the person who feels unjustly treated does indeed have alternatives that allow them to have their say and appeal the decision, provided the correct process is followed.
All students should be made aware of the process to follow if they are given an instruction that they do not want to do or think is unfair and this process must make up part of the schools Behaviour Management Plan.
Conditioning
Skinner was a renowned learning theorist in the 1930s and 1940's and he saw learning as a result of associations formed between stimuli and actions. Skinner felt learning was similar to Pavlov's Dogs and resulted from conditioning. In regards to the classroom, Skinner (Canter, 1997), stated that by rewarding students for good behaviour and ignoring or punishing wrong behaviour, students would come to understand how to behave in a classroom environment. Behaviours that were rewarded would be repeated, those that were not would be avoided and thus, a well-behaved classroom would result.
All the above theories were created to help classroom environments to exhibit behaviour conducive to learning and they focused on positive relationships between students and teachers.
Remember When........
Since the beginning of formalised schooling, there have been many approaches to behaviour management and many theories postulated as to what does and doesn’t work. A paper written by Gladman in 1885 describes corporal punishment as the only means of dealing with behavioural issues or disobedience (Wright, 2006). This corporal punishment painted all students with the same brush and one punishment suited all. During the 1940’s, the psychological dangers and effects from this method of behaviour management were first flagged (Wright, 2006). Thus, social and psychological approaches to behaviour management in the classroom began gaining more interest. This interest, in turn, fuelled public support for the abolishment of corporal punishment methods in the school setting. The Department of Education subsequently removed the corporal punishment behavioural policy in 1992 (Wright, 2006).
Choice Theory
Before you even step into the classroom, it is important to realize what could be motivating the students to want to “act out” behaviourally and influence the overall classroom environment. Glasser addresses such motivations through the choice theory (Charles, 2011). The choice theory assumes that a “student’s behaviour is based upon whatever is most satisfying to them at any given time” (Charles, 2011, pg. 145). Students are determined to try to be in control over their own lives so they can meet their needs, therefore, it is the duty of teachers to guide, teach, and expose students to positive and responsible behaviour, which allows them to gain more self-control over their “chosen” behaviours (Charles, 2011). Students should be given the opportunity to understand that their behaviours can be chosen by themselves, as are any consequences that follow from their choices. It is also important that students understand that they are entitled to be treated fairly and be able to raise a concern if they feel that they have been treated unjustly – provided they follow the correct process.
To demonstrate this to students teachers can utilise parallel analogies – a student in a classroom who feels that they have been accused unjustly, compared with a driver on the road who has been pulled over by the police for speeding, when they believe they were actually within the speed limit. Teachers must discuss with students the possible responses of each and the consequences of each response. In each case it is seen that the person who feels unjustly treated does indeed have alternatives that allow them to have their say and appeal the decision, provided the correct process is followed.
All students should be made aware of the process to follow if they are given an instruction that they do not want to do or think is unfair and this process must make up part of the schools Behaviour Management Plan.
Conditioning
Skinner was a renowned learning theorist in the 1930s and 1940's and he saw learning as a result of associations formed between stimuli and actions. Skinner felt learning was similar to Pavlov's Dogs and resulted from conditioning. In regards to the classroom, Skinner (Canter, 1997), stated that by rewarding students for good behaviour and ignoring or punishing wrong behaviour, students would come to understand how to behave in a classroom environment. Behaviours that were rewarded would be repeated, those that were not would be avoided and thus, a well-behaved classroom would result.
All the above theories were created to help classroom environments to exhibit behaviour conducive to learning and they focused on positive relationships between students and teachers.
Remember When........
Since the beginning of formalised schooling, there have been many approaches to behaviour management and many theories postulated as to what does and doesn’t work. A paper written by Gladman in 1885 describes corporal punishment as the only means of dealing with behavioural issues or disobedience (Wright, 2006). This corporal punishment painted all students with the same brush and one punishment suited all. During the 1940’s, the psychological dangers and effects from this method of behaviour management were first flagged (Wright, 2006). Thus, social and psychological approaches to behaviour management in the classroom began gaining more interest. This interest, in turn, fuelled public support for the abolishment of corporal punishment methods in the school setting. The Department of Education subsequently removed the corporal punishment behavioural policy in 1992 (Wright, 2006).
Effective classroom management requires a comprehensive approach that includes:
1. Structuring the school and classroom environment.
2. Actively supervising student engagement
3. Implementing classroom rules and routines.
4. Enacting procedures that encourage appropriate behaviour.
5. Using behaviour reduction strategies.
6. Collecting and utilising data to monitor student behaviour, and modifying classroom procedures as needed.
As we well know and have experienced, behavioural issues within the classroom do come with the territory and do occur from time to time. Yet, with the proper classroom management system, the behaviours do not have to
overrule the class and become the biggest influence over the teacher or the students.