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Question: a one page written response to understanding and guiding childrens...

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As an educator, it is integral to have a strong awareness of how understanding, guiding and managing children and student behaviour in the classroom can impact on student learning outcomes positively.  The topic of behaviour implements a diverse medium of crucial factors to understand what behaviour is and the difference from behaviours and personality. These positive outcomes are met through the exploration of extensive and embedded practical and effective behaviour management strategies implemented through developmentment of an awareness into identifying the function of behaviours and personalities, challenging behaviours, understanding behaviours, factors affecting behaviour and the development of behaviour guidance plans and effective discipline measures. The creation of this ensures meeting positive learning outcomes through a window of guiding and understanding behaviour through the relationships created, communication and collaboration. 

A rich understanding into behaviour ensures that positive learning outcomes are observed through exploration of the difference between behaviours and personalities to become equipped with the knowledge that the factors influencing behaviour determines the course of the behaviour. Scholars Nettle and Penke (2010) share that behaviour and personalities are the two opposite attractions where behaviour can be altered and changed. Whereas personality is biologically acquired and thus can not be changed. In observing the effects of behaviour participation on the assumption of engagement with social participation, relationships and environment. This projectively shares making behaviour easier to identify and that the different types of behaviours are lapsed judgements. Having an understanding ensures for positive learning outcomes of the teacher becoming understanding towards identifying the functions of the behaviour and personality. This is achieved through the focus on the interpersonal personality and the behavior characteristics. Acquiring this enables for valid and reliable indications into how and why the child or student might behave a particular way. 

Moreover,  observing different types of behaviours is influential for children and student learning as is understanding the external and internal factors that can affect these. Rappaport and Minahan (2020) emphasise how having an understanding of what to expect from specific behaviours can support positive behaviour through reinforcement and reframing the negative behaviour. Separating positive and negative behaviours allows for addressing the underlying reasons for negative behaviours such as personal issues, lack of confidence and motivation or intolerable learning environment. By developing an understanding of positive student behaviours, such as surprise and happiness, teachers can understand how and when their teaching pedagogy is most effective and when students feel supported and engaged. Opposingly, understanding the reasons for negative behaviours such as boredom, sadness and disruption can provide educators with the ability to support children and students to develop social emotional skills, problem solving strategies and critical thinking to develop more positive behaviours. 

 

Additionally, in identifying functions of behaviours it implies that children and students are responsible for their own actions and regulating positive learning outcomes. Howell (2019) extends on this in bringing to light the model of the four functions of behaviour: sensory stimulation, escape, access to attention and access to tangibles. Where this model helps support understanding of positive student outcomes of understanding a theoretical perspective of behaviour and how it serves as a medium for developing productive ways to break viscous behaviour cycles and to respond supportively and effectively towards challenging behaviours within the classroom. These skills help teachers to understand behaviours and respond in more productive ways through guiding positive outcomes. This is achieved by identifying the inappropriate behaviour and creating immediate guidance by teaching alternate responses and reinforcing desired behaviours. (Thorton, 2017). This means understanding that behaviours are driven usually by attention seeking or escape and are influenced by situation, developmental stage and the internal reward it provides.

 

Incorporating a behaviour guidance plan and effective discipline measures achieves an inclusive learning environment that is focal on differentiated strategies. Wright (2009) identifies that creating an understanding into the importance of differentiation ensures effective behaviour management guiding. Behaviour management strategies in the classroom ensures positive learner outcomes of respect, empathy, equality, inclusivity, increased level of student participation, motivation and engagement are achieved. It is important for a teacher to clearly explain, demonstrate and have posters around the classroom explaining and reminding all students about behaviour management strategies.

 

 Although all the students will follow the same behaviour management strategies through student collaboration. The development of core principles, use of rewards, problem solving, communication abd collaroatively creating classroom rules abd discussions of expectations and limits will enable for positive outcomes of children and students developing critical dispotuins. THis can include, cognitive e and personal skills, being able to collaborative and develop an understanding for being team play, respectful and empahtehic.  With behaviour management strategies being communicated verbally, visually, written, and demonstrated through a range of mediums. THese behaviour management strategies in the classroom can have a positive impact on students' learning outcomes by allowing the students to understand why the rules are important. It is also critical for a teacher to clearly explain, demonstrate and have posters around the classroom explaining and reminding all students about behaviour management. Having behaviour management strategies in the classroom ensures positive learner outcomes. This includes respect, empathy, equality also with increased student engagements and inclusivity.  In agreeance iidentifying that the social environment where students and children are active participants in their learning with their physical environment challenging them ensures for providing positive learning outcomes of creating a sense of identity through, reflection, regulation and control to ensure the developed an understanding of sensitivity and striking self confidence and a positive self esteem. 

 

Consequently, the cognitive triangle is responsible for guiding student's behaviour through positive self-talk and engaging with the core belief of automatic thoughts.  Developing and incorporating a behaviour management plan is very important, it enables the teacher to identify, assess and reflect on all students behaviour needs, achievements, actions and outcomes. It is important for students to understand and learn what is acceptable and the consequences so they can make choices reliably and safely.  Birch et al. (2017) shares that the cognitive triangle  is essential in understanding behaviour that leads to creating effective guiding practices of and classroom management to achieve positive student learner outcomes of intrinsic thoughts and emotions through motivation and connections.  



Ultimately, understanding guiding and managing student behaviour is integral to achieving positive learner outcomes. Where knowing students on a personal level, their needs, wants, interest through building rapport will enable them to understand how they learn and what disrupts their learning. It also helps build easier trust and  communication when needing to address behaviors ensures for meeting positive learning outcomes of developing curial skills of intellectual, verbal and visual processing in a supported environment..

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