How Do Teachers Learn to Manage Classroom Behaviour? A study of teachers’ opinions about their initial training with special reference to classroom behaviour management

<p>This qualitative research study explored Samoan teachers’ experiences of classroom behaviour management in the context of Samoan secondary schools. As Pacific teachers of the 21st century, we are encouraged to be resilient and culturally sustaining, which are aspects of the transformative rethinking process, to ensure an inclusive learning environment that is culturally relevant for all students despite their differences (Koya Vaka’uta, 2016; Nabobo-Baba, 2006; Reynold, 2019; Sanga, 2002; Thaman 2009). Data were collected using a culturally specific Samoan methodological approach termed ‘umufonotalatalaga’ - a deep dialogue in the Samoan way which acknowledges respectful relations. Eight case studies of Samoan teachers, all of whom had been teaching for 5 to 30 years in colleges and secondary schools around the country, offered insight into teachers’ worldviews of their classroom teaching experiences. Adapting Bronfenbrenner’s (1979) socio ecological systems theory as a theoretical framework, the study investigated how the multifaceted currents of Samoan cultural practices guided the teachers’ experiences of classroom behaviour management. The findings revealed that participants strongly valued the Samoan culture, spirituality, tupu’aga (heritage) and fa’asinomaga (identity) as positive and empowering factors in which to situate CBM. The findings allowed the researcher to create a new model termed ‘matāmatagi’ – the centre of the wind – which provides a foundation for culturally sustaining pedagogies. The model could be used as a restorative cultural approach to mediate individual Samoan teacher/student experiences of classroom behaviour and management. There are significant implications for the teachers, such as teacher education for CBM, professional development, professional standards and teacher well-being for schools in Samoa.</p>

Download Full-text

Book Review: Classroom Behaviour Management in the Post-School Sector – Student and Teacher Perspectives on the Battle Against Being Educated

Teaching in Lifelong Learning a journal to inform and improve practice ◽

10.5920/till.2017.06 ◽

2017 ◽

Vol 8 (1) ◽

Keyword(s):

Teacher Perspectives ◽

Behaviour Management ◽

Classroom Behaviour ◽

School Sector

Download Full-text

Classroom Behaviour Management: Increase Student Engagement and Promoting Positive Behaviour

Learning and Teaching ◽

10.7459/lt/9.1.04 ◽

2020 ◽

Vol 9 (1) ◽

pp. 45-53

Author(s):

Tanvi Malik

Keyword(s):

Student Engagement ◽

Classroom Management ◽

Management Strategies ◽

Positive Outcomes ◽

Behaviour Management ◽

Student Behaviour ◽

Effective Learning ◽

Proactive Management ◽

Classroom Behaviour ◽

Management Approaches

Student behaviour and engagement in school is crucial for effective learning. The classroom management approaches are usually categorised into two main groups- reactive and proactive. This article examines classroom behaviour management through the lens of reactive and proactive management strategies. It reports on the perceptions of different stakeholders regarding low-level disengaged behaviour in the classroom. Also, evaluate some of the strategies teachers employ for managing student behaviour and effectiveness of those strategies. Antecedent behaviour management strategies have been an effective tool for managing disengaged behaviour. Despite the positive outcomes of antecedent approaches research showed educators employed these strategies occasionally.

Download Full-text