Evaluate methods for managing children’s behaviour and how these may affect teaching and learning

6 June 2016

Evaluate methods for managing children’s behaviour and how these may affect teaching and learning Any methods used when managing children’s behaviour should be proactive rather than reactive: If a child is, being verbally challenging and you engage a conversation and react to the behaviour the matter will escalate, being proactive by thinking and assessing the situation before you speak, being aware that your body language is positive, be calm and talk in a soothing voice, let the child know that they can choose which way to behave, remind them that there can be consequences for their behaviour and how it can affect others. This can help defuse a situation and therefore stop any disruption in the learning environment.

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“To eliminate threats from your verbal comments when managing challenging behaviour means not simply being aware of the words you are using, but also being fully prepared and planned in your styles of approach. There is far more chance of you using threats (comments you are not prepared to back up) when you are unplanned, flustered or facing a challenge to your management style and authority.”(Stott, D, 2009, online) The school behaviour policy should have set guidelines to be followed, of rewards and sanctions, offering rewards for good behaviour can have a positive effect on learning, however the child must be aware that they will not always be given rewards, otherwise they may only work when they think that they will get a reward and not at other times.

The sanctions can help manage children’s behaviour, if the sanctions are used they should be followed through, not just used as a threat if the children are ‘threatened ‘ with sanctions often this can have a negative effect in their behaviour and can make matter worse within the teaching environment. Before using the sanctions talking with the child and letting them know their behaviour can have an effect on others around them. You must be consistent when using the sanctions if you aren’t the child will be getting mixed messages, this could produce more disruption in the classroom. In some cases the child’s behaviour could be caused by medical problems or a disability that has been undetected, this must be taken into consideration if schoolwork seems affected and behaviour unacceptable.

If this has been ongoing, the school should have strategies in place to try and see if there is any undetected problems and deal with them, but even when this is the case the child must know that they are expected to follow the rules of the classroom as not to disrupt others when working. There maybe times when a child’s behaviour is affecting their peers and disrupting lessons, this could be caused because the child is bored: the lessons being too easy or too hard: “Sometimes, kids with behavioural problems can have a hard time staying on task for lengthy periods of time, which can make it difficult for them to achieve academic excellence.

It’s not that children with behavioural problems or behaviour disorders are less intelligent than their peers (actually, quite the contrary is true – many kids with behavioural problems are highly intelligent), but their inability to follow direction and focus their attention can make it hard for them to meet their full potential.”(2009, online). It is the responsibility of the school to ensure that each child is fulfilling their potential for learning, when this could be the case the child should be assessed to see if they are working in a group that is not at their learning level , be it higher or lower.

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