Student behaviour is one of the most critical concerns in schools today. According to Kearns (2010) that student’s behaviour management are influence by their cultures, belief and child rearing practices. Discipline/behaviour management is a clear set of rules defining conduct and behaviour that is explained to the children and understood by the educators (Rogers, 2014). Behaviour management is about teaching students how to behave correctly in various situations. It is not punishment as the ultimate goal of discipline/behaviour management is to teach students to have discipline and an understanding of the consequences of their behaviour and to develop their social emotional learning. However, in managing behaviour, it is important to consider
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However, young people now a days are growing up in a difficult world and encountered with many challenges, educator has to find for alternative models of student discipline and to develop social and emotional skills. Social and emotional learning (SEL) approach is focus more on how children think, feel and act and targeted social skills. SEL is not focused on observable behaviour of compliance, instead targets a wide range of pro-social and anti-social behaviours (Emmer & Sabornie, 2015). Developing skills such as self and social awareness, self-management, problem solving and interpersonal communication are vital for students to lead happy, successful lives now and in the future (Welford as cited in Department of Education, Training and Arts Queensland, n.d.). Research shows that by building children’s social and emotional skills, educators can enhance students capacity to learn and place the foundation for coping strategies to develop behaviour and allow students to bounce back after problems (Department of Education, Training and Arts Queensland, …show more content…
They have to think to “stop”
b. Going into their “shell”, taking 3 breaths, and thinking calming and coping thoughts: “It was an accident. I can calm down and think of good solutions. I am a good problem solver”.
c. Coming out of their shell when calm down and thinking of some solutions to the problem.
Another example of identifying feelings is the so-called “Checking In”. This strategy is one way of the students to tell the educators or everyone how they feel. Children can “check in” every morning by putting their name by a feeling face photo that describe them how they feel for the day. Students can discuss about how their feelings change as they change their feeling face to help chidlren understand that feelings can change many times during the day.
Though students love rewards if they make the right choices, the educator should implement behaviour management that reinforce good behaviour. One example is “Have you filled your bucket today?”. Relate the class rules of following direction or instruction and being a good listener to fill their bucket. If the students are making the right choices, they will be ask to fill their bucket by using pompom. If their bucket is full, they will receive a special
However, young people now a days are growing up in a difficult world and encountered with many challenges, educator has to find for alternative models of student discipline and to develop social and emotional skills. Social and emotional learning (SEL) approach is focus more on how children think, feel and act and targeted social skills. SEL is not focused on observable behaviour of compliance, instead targets a wide range of pro-social and anti-social behaviours (Emmer & Sabornie, 2015). Developing skills such as self and social awareness, self-management, problem solving and interpersonal communication are vital for students to lead happy, successful lives now and in the future (Welford as cited in Department of Education, Training and Arts Queensland, n.d.). Research shows that by building children’s social and emotional skills, educators can enhance students capacity to learn and place the foundation for coping strategies to develop behaviour and allow students to bounce back after problems (Department of Education, Training and Arts Queensland, …show more content…
They have to think to “stop”
b. Going into their “shell”, taking 3 breaths, and thinking calming and coping thoughts: “It was an accident. I can calm down and think of good solutions. I am a good problem solver”.
c. Coming out of their shell when calm down and thinking of some solutions to the problem.
Another example of identifying feelings is the so-called “Checking In”. This strategy is one way of the students to tell the educators or everyone how they feel. Children can “check in” every morning by putting their name by a feeling face photo that describe them how they feel for the day. Students can discuss about how their feelings change as they change their feeling face to help chidlren understand that feelings can change many times during the day.
Though students love rewards if they make the right choices, the educator should implement behaviour management that reinforce good behaviour. One example is “Have you filled your bucket today?”. Relate the class rules of following direction or instruction and being a good listener to fill their bucket. If the students are making the right choices, they will be ask to fill their bucket by using pompom. If their bucket is full, they will receive a special