In an attempt to address behaviour management issues, my goal for the last 2 weeks has been to get to know my students as well as I can. Formulating teacher - student relationships is really important to me, and I consider central to my teaching philosophy. The importance of this is also echoed by Hattie ( 2003, p. 4), whose 2003 study revealed that teacher -student relationship was the single most powerful influence upon student achievement. I don't understand how a teacher can expect to handle, let alone teach a class, when this relationship is lacking.
For a larger image or further information, refer to J. Hattie's 2003 study
The relationship between the students and my supervisor seems to be compromised due to her consistent use of yelling as a discipline technique. In addition, I have also noticed that there is minimal positive reinforcement being offered to students who are exemplifying the correct behavior.As identified by Barebetta et al., (2005, p. 4) this lack of reinforcement provides little motivation for students to want to be acting appropriately, nor does it allow students to be given a model of what the appropriate behaviour may be in the first instance. You know you have a serious problem when the good majority of your class readily practice the art of defiance, not afraid to give you a firm 'no,' upon being asked to complete a task.
It is interesting that the Framework of Professional Teaching Standards implemented by the Institute of Teachers, neglects to mention student - teacher relationship on an emotional or psychological level. (NSW Institute of teachers, 2006) While 'Element 2' of the framework involves teachers knowing their students and how they learn, this is as close as it comes to mentioning any type of relationship. Where do empathy, understanding and compassion come into play? Yesterday I sat and spoke with a boy who is usually highly disruptive and unproductive, with the aim of getting to know his interests. Within these 3 minutes, I had managed to connect with this student and later on in the day, when I gave him a task to complete, he did it, no questions asked, to a very high quality. This student is renown for never completing work, and is never on task.
I believe that if you have a good relationship with your students, I believe students will want to listen to you, will want to engage in the work you have given them, will want to come to school. As identified by Pianta et al. (2002), building positive relationships with students educators can provide the motivation, initiative, and engagement which are essential for success. Saying this, it's not an easy feat to achieve, but from what I have seen in my prac, the teachers can continue to yell at the students until the cows come home, but are their students ever going to respect, value and trust them? Maybe, but probably not.
For further discussion surrounding behaviour management and relationship building, please see:
ABC - EdPod
References
Barbetta et al., (2005) Preventing classroom misbehaviour: A dozen common mistakes and what to do instead In, Preventing school failure: alternative education for children and youth, 49(3), 11-19.
Hattie, J (2002) What are the attributes of excellent teachers? In Teachers make a difference: What is the research evidence? 3-26.
NSWIT (NSW Institute of Teachers). (2006). Professional Teaching Standards. URL: www.nswteachers.nsw.edu.au/Main-Professional-Teaching-Standards.html (7/09/11)
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