Introduction As an educational practitioner, behaviour management in the primary school environment poses a significant challenge for the instructor. Children in primary school have been exposed to unique and diverse experiences in the social and familial environments throughout their earlier developmental years, which either contribute successfully to cognitive and emotional development or have created problems with social and emotional adjustment…
This reflective piece describes the challenges as an educational professional in behaviour management, an identified personal weakness, which requires significant development in order to facilitate a cohesive classroom environment and assist children in constructing a sense of communality and to respect the rights of others from a social standpoint. There are a range of strategies designed to modify problematic behaviours with primary school-aged children, including elements from cognitive behavioural therapy, an interactive and authoritarian role of the educational practitioner, creating sanctions, and a variety of reinforcement strategies to curb or otherwise deconstruct problem habits in the classroom. As a professional, the practitioner must understand which strategies are appropriate for children in the pre-operational or concrete operations stage of cognitive development in order to ensure that the aforementioned strategies will be effective in producing a socially-harmonious learning environment and curbing problematic behavioural issues. ...
r has recently taken on the professional role of 1:1, working with a child maintaining very aggressive behaviours and oppositional attitudes that significantly complicate the learning process. Traditional behaviour management strategies are oftentimes ineffective when engaging the child, representing a substantial challenge in facilitating a positive educational practice. This child maintains a socio-historical background that apparently did not provide appropriate social guidance and strategies for curbing impulsive responses, making it the role of the practitioner to attempt to deconstruct these caregiver oversights that likely occurred during earlier childhood development. Reflection will focus on these interventions with the aggressive and non-compliant child, referencing contemporary theoretical positions on behaviour management in the educational environment to assist in professional self-development in behaviour control. Defining behaviour and behaviour management. Behaviour is defined by Endoo (2012, p.83) as the” specific actions and/or reactions of the individual in relation to environmental stimuli, either conscious or unconscious” that drives mannerisms and conduct. Behaviour management is strategies that are inclusive of all actions to increase the likelihood that people, both as individuals or in the group/team environment, choose to manifest behaviours that are fully productive, socially appropriate and even fulfilling from a personal perspective (Baldwin and Baldwin 1986). Behaviour management works under the premise that the professional attempting to manage problem behaviours can effectively manipulate changes to behaviour and attitudes once the practitioner identifies what the individual deems personally rewarding (Grenning 1993). They key ...
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