Behaviour Management in Classroom

Behaviour Management in Classroom

Produce 2 hands out for the meeting which
I. Analyze theories of behavior management and classroom management techniques
‚ÄĘ Number Of Classroom Management Techniques Analysed
Evaluated 5 classroom management techniques with extensive notes about each technique
‚ÄĘ Number Of Behaviour Management Theories Analysed
Evaluated 5 behavior management theories with extensive notes about each theory

II. evaluate different classroom management style and solutions to disruptive behaviors in class
‚ÄĘ Strengths And Weaknesses Of Different Classroom Management Styles
Included 5 strengths and weaknesses of each management style supported with multiple examples
‚ÄĘ Solutions To Disruptive Behaviour
Multiple applicable and relevant solutions are presented to different scenarios of disruptive behaviour

Behaviour Management in the Classroom

I. Analyze theories of behaviour management and classroom management techniques

Proper classroom management entails the application of a range of theories, techniques, styles and skills by teachers to ensure that the teaching-learning process is highly productive. There is no established theory, style, technique or skill which works in all situations. A teacher is, therefore, tasked with the duty of choosing the best management strategies for the individual classroom. These management strategies must be blended appropriately to ensure that they do not hinder one another.

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Classroom Management Techniques   

Technique Analysis Evaluation
Address indiscipline instantly A teacher should act immediately when an indiscipline case occurs. He or she should avoid hesitation as it could lead to misunderstandings among the students (Rindu, 2017). Acting soon is vital in ensuring that the student is sure of what he or she is being punished for. This technique is very effective in the avoidance of negative feelings. It also has a long lasting impact on class management. However, instant disciplining might not always be possible, especially in cases whose consequences are not explicitly stated in the classroom rules and regulations (Rindu, 2017). Also, some cases require consultation with other parties, for example, parents, who might be absent.
Maintain professionalism Professional teachers take their roles and responsibilities seriously. Acting professionally helps in eliciting the best student behaviour (Rindu, 2017). Professional teachers establish good relationships with their students, lowering the possibility of the occurrence of indiscipline cases in their presence. They interact positively and productively with both students and colleagues. It is not always easy to create a boundary between professionalism and instigating fear among the learners. Teachers often confuse professionalism with being less approachable, which inhibits learning (Rindu, 2017). However, when utilized appropriately, professionalism may yield great outcomes in class management.
Being consistent in classroom management Sticking to rules once they have been established is critical in maintaining a well-managed classroom. Teachers who are consistent in their practice make it possible for learners to be sure of the consequences to expect following a certain behaviour (Rahman, Jumani, & Basit, 2010). Being consistent encourages fairness in the classroom. It improves discipline among the students as they would not want to suffer the consequences suffered by their peers (Rindu, 2017).
Seek student contribution in the creation of class rules and regulations Involving the students in the creation of class rules and regulations is an effective way of ensuring that they do not deviate from what is expected of them (Rahman, Jumani, & Basit, 2010). It gives the students a stake in the set rules mitigating the chances of them breaking the rules. If students are involved in setting class rules, they feel more responsible and are less likely to break them. However, this technique weakens the authority of the teacher. It will increase the possibility of the occurrence of arguments concerning what constitutes the breaking of a rule and what does not (Rahman, Jumani, & Basit, 2010).
Model the expected behaviour A teacher should learn the habit of demonstrating the behaviours that he or she would want the learners to exhibit. This technique ought to be applied not only in the classroom setting but also outside. For instance, a teacher should always use a polite language, interrupt respectfully and maintain eye contact when engaging with the learners. Modelling is an effective technique of classroom management, especially when dealing with young learners. However, it might not be so effective in handling classroom management for older learners as they are less likely to imitate. Also, not all classroom behaviours can be modelled by the teacher (Rindu, 2017). For instance, using the technique for managing academic achievement may be inapplicable.


Behaviour Management Theories

Theory Analysis Evaluation
Student-Directed Learning Theory- Alfie Kohn The theory is based on the supposition that the ideas and contributions of students are essential in the teaching and learning process. The theory emphasizes the essence of democratic classrooms. The theory helps the students to understand the relevance of rules in a classroom setting. Hence they do not act passively but actively participate in establishing a path that ought to be followed. It is impossible to coerce students to follow a certain behaviour pattern in a democratic classroom. As a result, it may not be easy to enforce rules that boost their wellbeing.
Behaviourism- B.F Skinner, Ivan Pavlov The theory encourages the use of reinforcement to maintain the desired behaviour. It asserts that learners can be trained to be well-behaved by the use of rewards and punishments (Praveen & Alex, 2018). A behaviour which has been rewarded is likely to occur more often while that is punished is likely to fade away. The theory is very effective in managing the behaviour of young students. However, over time, the students may develop desensitization to punishments. Additionally, students may fail to develop critical thinking with relation to moral values as they focus more on getting rewards.
Choice Theory- William Glasser The theory is from the humanist tradition and is focused on assigning students a maximum choice believing that they will make decisions which will improve their wellbeing and that of their peers. The proponent asserts that the behaviour is meant to meet the basic needs of the learners: freedom, fun, survival, power, freedom, love and belonging. While the choice theory is essential in boosting the independence of the learners, especially in decision-making, they may not always make the right choices to fulfil their basic needs. Students may make non-rational decisions which impact on the teaching and learning process.
Social Learning Theory- Albert Bandura The theory proposes that behaviour is acquired through observation and imitation. The acquisition is dependent on a cognitive process that is centred in a social context (Praveen & Alex, 2018). Behaviour is not only shaped by social contexts but also by internal motivations. The theory might, therefore, not account for individualized learner behaviour in behaviour management.
Theory of Unconditional Regard- Carl Rogers The theory emphasizes the need for teachers to affirm their students by showing them that they are inherently good and able (Parsonson, 2012). Carl Rogers proposes that this affirmation ought to be done even when the students misbehave. Treating students with unconditional positive regard enhances their responsibility towards their actions which consequently boosts their good moral. However, some students may exhibit indiscipline quite often since they know that no action will be taken against them.
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 II. Evaluate different classroom management styles and solutions to disruptive behaviours in class

Strengths and Weaknesses of Management Styles

Management Style Strengths Weaknesses
Authoritarian styleРThe teachers exert full control over the students through power and coercion. ·         Limited time is wasted on decision-making as the teacher makes single-handedly.

·         Produces consistent test results.

·         There is clarity in the chain of command.

·         Few indiscipline cases.

·         Allows the teacher to cove more content during the lesson due to compromise among the students.

·         It causes rebel in some classrooms.

·         Allows for very limited input from the students.

·         Impairs the learning motivation among the learners.

·         It does not encourage the submission of feedback.

·         It makes the learners fully dependent on the teacher, which inhibits the development of critical thinking.

Authoritative style– The teacher encourages independence among the learners and exercises control when necessary. ¬∑¬†¬†¬†¬†¬†¬†¬†¬† Boosts accountability among the students¬†(FrunzńÉ, 2014).

·         Enhances respect in the classroom. The learners feel respected by the teacher and are likely to respect others.

·         Builds resilience among the learners since they are allowed to learn from their mistakes.

·         Boosts self-esteem and confidence among the learners.

·         The learners are highly motivated and inspired.


·         It is hard to strike a balance between student independence and teacher control. For example, a teacher may not know when to punish students.

·         The style makes handling rebellious students hard.

·         Increased teacher responsibility. Students may be adamant to rules and regulations (Dever & Karabenick, 2011).

·         Much time is spent in teacher-student engagement.


Uninvolved style– The teacher in unconcerned with what happens in the classroom. He or she neglects the learners and has a passive role in the classroom. ¬∑¬†¬†¬†¬†¬†¬†¬†¬† Learners easily develop self-sufficiency and confidence¬†(Djigic & Stojiljkovińá, 2011).

·         Encourages learners to gain control of their learning.

·         Allows learners to improve their social skills through peer learning.

·         High satisfaction among the learners.

·         Eases the pressure exerted on the teacher by the students.



·         High possibility of indiscipline.

·         Low academic achievement.

·         Low motivation and inspiration.

·         Students may not understand the essence of rules.

·         Increased risks within the classroom environment.

Permissive style– The teacher allows the students a high level of democracy in classroom management. He or she is usually highly responsive to the students but undemanding. Enhances comfort and satisfaction among the learners.

Helps in creating meaningful relationships within the classroom environment (Chamundeswari, 2013).

Creates a warm classroom environment.

Boosts decision-making capabilities among the students.

Allows for creativity.


·         Encourages the occurrence of mistakes.

·         Undermines the authority of the teacher.

·         It is difficult for teachers to set standards in permissive classrooms.

·         Increased chances of disruptive behaviour among the students.

·         Contributes to time wastage.



Solutions to Disruptive Behaviour

Disruptive Behaviour Possible Solutions
Aggressive tendencies towards other students ·         Separate the aggressive student from the other students for some time (Mahvar, Farahani, & Aryankhesal, 2018).

·         Respond firmly but calmly to the aggressive student.

·         Speak with the students privately after he or she has calmed down.

Arguments in the classroom ·         Avoid responding to the arguing student. Instead, say something neutral or pleasant and proceed.

·         Tell the arguing student to put down what he or she is arguing about in writing (Mahvar, Farahani, & Aryankhesal, 2018).

·         Create awareness among the students on good communication skills.

Untimely talking or noisemaking when lessons are in progress ·         Punish students who make noise while a lesion is in progress.

·         Teach the students how to interrupt politely (Nanyele & Kuranchie, 2018).

Unnecessary movement and lateness for a lesson ·         Set a good example for the students by beginning lessons on time.

·         Set clear expectations for class attendance and unnecessary movement (Nanyele & Kuranchie, 2018).

·         Outline consequences for regular latecomers and restrict movement during lessons.


Chamundeswari, S. (2013). Teacher Management Styles and their Influence on Performance and Leadership Development among Students at the Secondary Level. International Journal of Academic Research in Progressive Education and Development, 2(1), 367-418.

Dever, B. V., & Karabenick, S. A. (2011). Is Authoritative Teaching Beneficial for All Students? A Multi-Level Model of the Effects of Teaching Style on Interest and Achievement. School Psychology Quarterly, 26(2), 131-144.

Djigic, G., & Stojiljkovińá, S. (2011). Classroom management styles, classroom climate and school achievement. Procedia – Social and Behavioral Sciences, 29, 819 ‚Äď 828.

FrunzńÉ, V. (2014). Implications of teaching styles on learning efficiency. Procedia – Social and Behavioral Sciences, 127, 342-346.

Mahvar, T., Farahani, M. A., & Aryankhesal, A. (2018). Conflict management strategies in coping with students’ disruptive behaviours in the classroom: Systematized review. Journal of Advances in Medical Education & Professionalism, 6(3), 102-124.

Nanyele, S., & Kuranchie, A. (2018). Classroom management practices and student disruptive behaviour. Integrity Journal of Education and Training, 2(2), 6-14.

Parsonson, B. S. (2012). Evidence-based Classroom Behaviour Management. Journal of Applied, 13(1), 16-23.

Praveen, M., & Alex, T. A. (2018). Classroom Management: A Theoretical Overview. Scholarly Research Journal for Humanity Science & English Language, 6(29), 8089-8102.

Rahman, F., Jumani, B. N., & Basit, A. (2010). Let the Teacher Manage the Challenge of Classroom Management. International Journal of Business and Social Science, 96-105.

Rindu, I. (2017). Teacher’s Role in Managing the Class during Teaching and Learning Process. Journal of Linguistic and English Teaching, 2(1), 83-100.

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