The topic of behavior management in class is as old as school itself. Over the course of history schools and teachers have implemented many different strategies to maintain control of twenty to thirty young minds. A model widely used not just in Australia but across the globe was corporal punishment. Used up until the 1970’s in Australia, corporal punishment however barbaric was also a burden for teachers. This burden could take the form of handing out punishments to children whose parents fundamentally opposed such action, but had no choice as to where they sent their children to school. As such they had poor working relationship with those parents. For other teachers the burden may well have been that they themselves opposed taking such action
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As a teacher the responsibility is to offer guidance, wisdom, leadership and ultimately discipline and structure. As such teachers must adhere to a set of pedagogical behaviors (Hoy & Margetts, 2012, p 119), and then reflect this self-governing behavior onto students in a positive way. These are formed and adopted by an approach that resonates to the individual teacher. An effective teacher may choose an existing discipline model or any number or combination of the following. These range from the behaviour modification model, where the teacher will reinforce sort after behaviour and remove the reinforcement if the behaviour is not sort (Edwards & Watts, 2008, p 291-293). Known best as behaviorist’s theory, it can at times be reactionary in nature. Another model is assertive discipline. However this too is another reactive model, with no preventive strategies sort-out (Edwards & Watts, 2008, p 294). Closely related to innate human behavior the democratic discipline model, argues that humans have a need to belong to a group. It also relies upon both preventative and corrective strategies in dealing with classroom management (Edwards & Watts, 2008, p 294-295). Thus it distances itself from earlier strategies discussed in so much as it offers tools on either end of undesired behavior. Another
As a teacher the responsibility is to offer guidance, wisdom, leadership and ultimately discipline and structure. As such teachers must adhere to a set of pedagogical behaviors (Hoy & Margetts, 2012, p 119), and then reflect this self-governing behavior onto students in a positive way. These are formed and adopted by an approach that resonates to the individual teacher. An effective teacher may choose an existing discipline model or any number or combination of the following. These range from the behaviour modification model, where the teacher will reinforce sort after behaviour and remove the reinforcement if the behaviour is not sort (Edwards & Watts, 2008, p 291-293). Known best as behaviorist’s theory, it can at times be reactionary in nature. Another model is assertive discipline. However this too is another reactive model, with no preventive strategies sort-out (Edwards & Watts, 2008, p 294). Closely related to innate human behavior the democratic discipline model, argues that humans have a need to belong to a group. It also relies upon both preventative and corrective strategies in dealing with classroom management (Edwards & Watts, 2008, p 294-295). Thus it distances itself from earlier strategies discussed in so much as it offers tools on either end of undesired behavior. Another