The fifth period has just started. The casual teacher enters the classroom. He greets the students, explains what he expects from the students, and tells the students what to expect from him. He leads the students in reading and discussing the theories, offers some examples, and asks the students to give their own examples. The teacher gives the students some work to do. Some students start making noise instead of doing the assignment. The teacher discusses with the class the behaviour of the students, who are making noise, and seeks suggestions on how to deal with the students from the fellow students. The approach used during the class demonstrates appropriate leadership skills inherent to the tutor.
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Together with the class, the tutor decides to tell the students that they have to apologize and never try to repeat what they have done during the class as such behaviour influences the process of education as well as the relations between students and a tutor. Students have to understand that they are free to choose any behaviour, still, they cannot neglect some rules and take responsibility for everything they do, say, or even think. The teacher then discusses with the class the consequences of irresponsible behaviour such as making noise in class and explains how it is appropriate to solve the problems and what to expect at the end. Students should understand that each action has its consequences, and it is wrong to neglect certain behavioural norms set by a particular group.
The teacher’s approach in my edited scenario is appropriate and better in comparison to many other possible solutions. This is because the positive leadership behaviour model advanced by Rodgers Bill aims at enhancing the rights of both students and teachers. The model used by the teacher in this case creates a kind of positive collaboration between the teacher and the class, and this positive relationship is a good decision for amble learning and moulding of the behaviour of the students (Rogers & McPherson, 2008). The teacher involves the class in evaluating the behaviour of students, who make noise, and thinking about possible punishing methods to educate students and explain them the worth of following the rules set.
Such approach ensures fairness between people of different position and helps other students to learn during the process. The approach used by the teacher makes the teacher closer to his students and helps to improve communication that is crucial between the teacher and his students. The positive behaviour leadership theory requires that students have to become responsible for their own actions and clearly understand how the idea of choice freedom should be interpreted by students in different situations. Teachers do not have the right to control students’ activities and thoughts, still, they can always make a hint, share personal understanding of the matter, and instruct students in a proper respectful way. This is exactly what the teacher does in my edited scenario (Bennett, 2010).
The positive behaviour leadership model has its strengths as well as some weaknesses. One of the most evident and important strengths of the model is students’ possibility to learn how to make the right choices and how to take responsibilities for the actions made. Young students are not always able to comprehend how their activities and understanding of the matter may influence the current state of affairs. The model also enhances self-esteem of students by involving them into the running and managing the activities of the class (Rogers, 2002). It makes the process of learning more interesting and enjoyable since it calls for participation of all students. The model is highly efficient since it promotes the teacher with a chance to pinpoint and control negative behaviour before it gets too late. It also builds a positive relationship between the teacher and his students since it promotes respect and fairness.
The weaknesses of the model are all about the question of teacher’s authority. On the one hand, it promotes certain collaboration and communication. On the other hand, such teacher’s attitude to the solution of the problem may be to the inability to control the class and gain the required level of control over students. In other words, this model is too soft and may be inappropriate for dealing serious misbehaviour of children. The method could be improved by incorporating some harshness to augment the soft approach. The teacher should also reclaim some authority by avoiding consulting students on all issues (Rogers, 2007).
The personal model will certainly influence my professional practice as a teacher. First of all, this model helps me to understand the emotions inherent to students and the reasons why they prefer certain type of behaviour. It will also help me to realize that collaboration between teachers and students is an important aspect in practice, this is why it is necessary to learn how to promote this collaboration at the early stages. Though it is not always an easy task, teachers have to do their best to achieve the most successful results. In addition, this model shows that there are different ways to punish students and consider justice as the only appropriate tool. The idea of punishment may be offered by students themselves; this is how students can understand that punishment is possible without neglecting respect. Using this information and knowledge, I will be able to demonstrate good results during my practice. I know that students are ready to learn, interact, and offer their own ideas on how to improve the cooperation at classes (Wearmouth, Glynn, & Berryman, 2005).
My model comprises five basic principles of the positive behaviour leadership theory. The principles are as follows:
- enhancing and expressing joint and mutual rights and responsibilities in accordance with certain rules,
- minimizing unnecessary confrontation and fights that are possible between teachers and students,
- promoting and encouraging students so that they can make the right choices and use them properly on practice,
- applying respectable and effective disciplinary actions, and
- making students understand what is expected from them in a clear way.
The model is also based on the research findings that students may develop their skills and become responsible people in the future in case they are provided with a chance to make their own choices, understand the importance of following the rules set by a particular community, and promote respect between people, who take different positions in society (Lavay, French, & Henderson 2006). To benefit from the chosen model, teachers should be ready to inform students and involve them into classroom activities by means of clear explanations, attempting suggestions, and demonstration of respect. Only in case the above-mentioned conditions are met, the success of the model is possible on practice.
Bennett, T. (2010). The Behaviour Guru: Behaviour Management Solutions for Teachers. New York: Continuum International Publishing Group.
Lavay, B., French, R., & Henderson, H. (2006). Positive behavior management in physical activity settings. London: Human Kinetics.
Rogers, B. (2002). Teacher leadership and behaviour management. California: SAGE.
Rogers, B. (2007). Behaviour Management: A Whole-School Approach. California: SAGE.
Rogers, B., & McPherson, E. (2008). Behaviour management with young children: crucial first steps with children 3-7 years. California: SAGE Publications Ltd.
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Wearmouth, J., Glynn, T., & Berryman, M. (2005). Perspectives on student behaviour in schools: exploring theory and developing practice. London: Routledge.