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Chapter Three
Behaviour Management
“Learning has always occurred most naturally and therefore most effectively
through the interactions between people. It happens through dialogue and
relationships.”
• This shows the importance and power of relationships. It is important to build strong
relationships with the students. The students will be able to respond positively based on
the rapport between them and the teachers.
“Effective teachers teach not only the formal curriculum but also social and
emotional skills too.”
• It is very important for teachers to be very strong in pedagogy and able to connect well to
the students beyond the subject matter. The teachers are able to provide the ‘soul’ to the
subject where the students can relate emotionally.
• Effective Teachers are teachers who manage behavior well, use wide range of skills &
tools, hold realistic beliefs & manage their emotions well.
• They are able to influence children’s behavior by building positive relationships, setting
clear agendas, holding high expectations, being consistent in their actions. Although this
influence may fail occasionally, the teachers manage the choices the children make by
following through the clearly defined consequences that logically follow choice.
• To cope with the challenges of managing behavior, there are 3 styles of managing
behavior that can be adopted. There is the need to explain clearly what kinds of behavior
are acceptable and what kinds are unacceptable. The teacher needs to set these agendas
with a focus that learning is possible, children can feel safe physically & psychologically
and everyone is treated in a dignified and respectful way.
• The Eight Core Principles shows that effective leadership is principle-centred where
principles bring personal responsibility. It is important to plan for good behavior as it will
limits the opportunities for or likelihood of inappropriate behavior occurring. There is the
need to separate the (inappropriate) behavior from the child and treat errors as a poor
choice while associating good behaviours with the person.
• It is crucial to empower the child to make his/her decisions on the type of behaviours so
that he/she knows what are the consequences of appropriate & inappropriate behaviours.
With the focus on primary behaviours, teachers are better reactors to students’
inappropriate behaviours. All mutually supportive relationships are built on trust and
students can connect to the teachers which allows them to understand the rationale
behind certain agendas.
• Teachers need to model the behavior. It is important to know the most appropriate timing
to discuss on issues that count so as to use it as ‘teachable moments’. There is the need
to reconnect positively to a child as soon as possible after correcting them. This will help to
rebuild the ‘disconnected’ relationship which can be done through group reflection or
student-teacher interaction moments.