Individual summary
The Positive Behaviour Leadership Model by Bill Rogers seeks to train pre service and practicing teachers to understand the influence they have as the behavioural role model in their class (Edwards, & Watts, 2008). In terms of behaviour, students will emulate the manner the teacher interacts with students within the classroom. Thus it is vitally important for the teacher to model their behavioural expectations for their class (Rogers, 2002).
This model is centred around principles of rights, rules, respect responsibilities, and relationships. Rogers emphasises the need for teachers to establish a set of student led classroom rights, rules and responsibilities during the establishment period of the year (Killian, Ogden, …show more content…
Teachers who practice the principles of the model are able to utilise their influence as the behavioural leaders in the classroom to “accelerate positive behaviour” (Edwards, & Watts, 2008). Another facet of this model that I appreciate is the way this model is founded in a democratic classroom. In which, although the students acknowledge the teacher is the leader of the classroom, they are presented with much more freedom and responsibility, where they learn to understand and be held accountable for their behaviour and learning (Rogers, 2002). Another aspect of this model I particularly agree with is the idea of rather than condemning undesirable behaviours. Which often result in reducing the dignity of students, this model urges teachers to encourage positive behaviours, which I think is a much vastly superior manner of respectfully dealing with unacceptable behaviours (Killian, Ogden, Shipston, & Facas, …show more content…
This model provides teenage students with a framework to not only be accountable for their own behaviour and leadership, but to respect the rights of all members of the class (Rogers, 2002). In essence, this model is preparing students for the real world in which they are responsible for their work and behaviour, and must behave appropriately in the community. The most frustrating thing as a student was inequality in the classroom, which stemmed from inconsistent behavioural managers. This model provides the teacher with a framework to consistently address behaviour and reduce the inconsistency of their behavioural management (Edwards, & Watts, 2008). An example of this model in a high school setting is noting a concise intervention framework to calling out. Which the teacher will always respond in the same sequential manner, such as Restatement of rules, I statement, quiet word and further disciplinary action such as a litter duty. The intervention framework is concise and simple to ensure the teacher can coherently remember and use the same method time and time again. This ensures to all students that they are treated fairly, and in an equal manner. Which increases the respect and strength of relationships in the classroom, which will positively reflect on student-student relationships (Edwards, & Watts,
The Positive Behaviour Leadership Model by Bill Rogers seeks to train pre service and practicing teachers to understand the influence they have as the behavioural role model in their class (Edwards, & Watts, 2008). In terms of behaviour, students will emulate the manner the teacher interacts with students within the classroom. Thus it is vitally important for the teacher to model their behavioural expectations for their class (Rogers, 2002).
This model is centred around principles of rights, rules, respect responsibilities, and relationships. Rogers emphasises the need for teachers to establish a set of student led classroom rights, rules and responsibilities during the establishment period of the year (Killian, Ogden, …show more content…
Teachers who practice the principles of the model are able to utilise their influence as the behavioural leaders in the classroom to “accelerate positive behaviour” (Edwards, & Watts, 2008). Another facet of this model that I appreciate is the way this model is founded in a democratic classroom. In which, although the students acknowledge the teacher is the leader of the classroom, they are presented with much more freedom and responsibility, where they learn to understand and be held accountable for their behaviour and learning (Rogers, 2002). Another aspect of this model I particularly agree with is the idea of rather than condemning undesirable behaviours. Which often result in reducing the dignity of students, this model urges teachers to encourage positive behaviours, which I think is a much vastly superior manner of respectfully dealing with unacceptable behaviours (Killian, Ogden, Shipston, & Facas, …show more content…
This model provides teenage students with a framework to not only be accountable for their own behaviour and leadership, but to respect the rights of all members of the class (Rogers, 2002). In essence, this model is preparing students for the real world in which they are responsible for their work and behaviour, and must behave appropriately in the community. The most frustrating thing as a student was inequality in the classroom, which stemmed from inconsistent behavioural managers. This model provides the teacher with a framework to consistently address behaviour and reduce the inconsistency of their behavioural management (Edwards, & Watts, 2008). An example of this model in a high school setting is noting a concise intervention framework to calling out. Which the teacher will always respond in the same sequential manner, such as Restatement of rules, I statement, quiet word and further disciplinary action such as a litter duty. The intervention framework is concise and simple to ensure the teacher can coherently remember and use the same method time and time again. This ensures to all students that they are treated fairly, and in an equal manner. Which increases the respect and strength of relationships in the classroom, which will positively reflect on student-student relationships (Edwards, & Watts,