Schools Policies to Behaviour Management - Report Example

Schools’ Policies to Behaviour Management Name: Institution: The Whole School and Individual Classroom Teacher’s Approach to Behaviour Management General essence of behaviour management for the two schools In most learning institutions around the globe, their education psychologies position the process of learning as the central point of interest in the education exercise. Education psychology has interest in the manner by which one acquires, systematises and practises any skills or knowledge (Patterson, 2000). As McNeeley (2007) hypothesises, it is evident that the process is only complete if there is experience as well as an appropriate learning environment relative to the subject of education. The essence of this appropriate learning environment is that there have to be conditions that are supportive of the learning process. It is for that reason that Parramatta High School and Parramatta Marist High School have put in place policies to behaviour management. The objective of these policies, and achievement of the desirable behaviour management, is to create conducive learning environments. Successively, in a quest to fasten the effectiveness of these polices. The Australian government, through the department of education, develops The National Safe Schools Framework (Department of Education, 2014) for education authorities, parents, carers and the students. Approaches to behaviour management as embedded in teaching styles by the two schools Parramatta High School and Parramatta Marist High School are two Australian secondary schools with different approaches to behaviour management, both at individual teacher level and as a whole school. To start with, Parramatta High School has an approximate enrolment of 865 students, most of who are of non-English speaking origin. Sub-sequential to this complex setup, the school only employs sciences teacher with approval to teach chemistry and physics, and those with proven willingness to teach biology. Still on individual teachers, the school requires proven ability to deliver dynamic and effective teaching practices. These practices need to have models that engage the full range of students from slow-learners, stubborn, the gifted and those that are talented as well. The ideology of the school is that the teachers have to be exemplary if they are to impact of behaviour management for the students. Such examples are found in professional university-educated teachers (Parramatta High School, 2014). Therefore, the teachers are expected to encourage the students to develop the right attitude towards learning. Still on teachers, Parramatta High School advocates for teachers who maintain the highest integrity and concern for the wellbeing of the students’ behaviours. On a whole- school approach, the school has a strong and optimistic commitment in the teachers (Parramatta High School, 2014). With this, it achieves a school-wide approach to managing student behaviour and progression of a culture that augments the learning process to cultured behaviour management (Department of Education, 2013). Comparatively, Parramatta Marist High School has teachers who, at their individual level, aim to provide education with high standards. The goals are to ensure that the students gain an inclusive development academically, personally, socially and BEHAVIOURALLY. Individually, the teachers recognise that each student is unique and has different abilities and needs in terms management of their behaviours.  Complementarily, as a single unit, the whole school has an annual priority of establishing a Project Based Learning approach. Such an approach has the goal of developing a contemporary yet evolving pedagogical advancement that delivers a rigorous and inspiring curriculum. Therefore, in as much there are historical concepts of education that defined the basics, the modern ways of administering the same education makes the exercise more effective. Aside from accrediting teachers as problem crafters, the school’s management also determines the school’s goals and objective direction (Parramatta Marist High School, 2012). To achieve the ultimate student behavioural management, the school also establishes models through the upper classes. These models develop professional learning that focusses on engaging the students inclusively, since they are crucial to the success of the Parramatta High Marist School as a whole unit. Theoretical Underpinnings for the Whole School’s Approach to Behaviour Management It is possible to study and determine the behaviour of a person from the impacts of external factors without necessarily involving internal and mental factors, as (Alkhalifa, 2005) highlight she cognitive aspects in such analyses. In the case of these two schools, the external factors cover the conditions of the learning environment. These external factors are the stimuli that shape the behaviour of the student. As written by Lynch (2007), the external environmental factors that shape a student’s behaviour are closely related and having a classical association with the student’s perception, actions, physiology and reaction. As such, Parramatta High School employs the Choice Theory (William Glasser’s theory). The theory posits that a person has considerable control or choice over how they act and think, and little ability to directly choose their feeling and physiology. The theory helps the school to outline their beliefs (Taylor, 2013). First, the school believes that all members of the school community have the right to be safe and accorded due respect (Parramatta High School, June 2014). The school community constitute students, teachers, support staff, parents, cares and visitors as well. This belief system ensures that the school policies are clear on positive behaviour that the students must exhibit. Also, there are fair consequences for behaviours that fall short of the expectations of a positive behaviour (Schofield, 2014). In the same way, and in an equal measure, the school acknowledges and rewards positive behaviour from the students. Secondly, Parramatta High School administration also believes that to improve the behaviour and learning of the students, the members of the school community have to work together. They must be in the same page in terms of common goals and procedures of achieving this goal (Parramatta High School, June 2014). Thirdly, the school also believes that there is more to education than just teaching academic subjects. Mostly, students will practise behaviours that they observe will best meet their needs. That is the reason why the school needs to assist these students in learning behaviours that are socially acceptable, and use those in meeting these needs (Parramatta High School, June 2014). The fourth belief is that students learn at different rates and so these behaviour lessons need to be spread through the curriculum throughout the school year. And the latter makes the fifth belief of the school. All in all, behaviour management has to begin with the student accepting their situation and the need to work on their behaviour. They also have to realize that schooling is not just about passing exams but also about shaping personal behaviours to fit morals of the society and needs of a career. In comparison, Parramatta Marist High School has its behaviour management theory engulfed in the system of the catholic schools in Australia. Therefore, the defining theories of the school’s policies are actually religion based. The idea is that religion is an imperative constituent of a community and it advocates for punishment, thus consequences for undesirable behaviour. Therefore, Parramatta Marist adopts Skinners theory (Smith, 1996) which appreciates the functions of environmental histories of reinforcing consequences. The students feel and observe a physical world that has consequences for any actions. Nevertheless, the school also advocates for social justice and teaches the students the premises of this argument. To complement the idea, the school choses to establish a cordial relationship in the school, home and parish partnerships. Once, there is a mention about the involvement of the parents. Just like Ellis (2001) discusses, schools must appreciate the contribution of parents in the performance of a student. The school also has a pastoral care policy embedded in the Marist Ethos of a firm, fair and friendly teaching and learning environment. Behind this theory, the school sets high standards and expectations, provides an active learning environment and clarifies boundaries for respect, the same way that Ormrod (2008) discusses on Human Learning. On fairness, there is a consistent approach to seeking justice and a bias approach to the less fortunate. For friendliness, the school teaches welcoming greetings, openness to others’ views and sensitivity. Current Behaviour Management Policies and Practices Parramatta High School first put into practice, the for Positive Behaviour learning program in 2006 (Schofield, 2014). This program can be considered as the definition of the behaviour management policy with which the school hopes to achieve the ultimate goal of good student behaviour. Ideally, from the program, teachers use data to identify areas of concern across the school. The program, therefore, is scientific and has basis on research. It also involves making simple procedures comprehensible for students to follow in different settings of the school. It is at this level where the school rules and regulations come in to play, relative to student behaviour management. However, there is need to teach these procedures and expected behaviours unequivocally, as part of the syllabus. According to Parramatta High School, with this program, “80% of students should respond to "universals" – i.e the procedures and expectations that we have established for the classroom and other targeted areas around the school. The next 15% of students will require interventions as a group to further manage their behaviour. The top 5% may require individual programs to manage their behaviour as they may not respond to the "universals" (Parramatta High School, 2014). Source: http://www.parramatta-h.schools.nsw.edu.au/caring-for-students/positive-behaviour-for-learning On the other hand, for Parramatta Marist High School, implementation of a problem-based learning or project-based learning is the current policy for behaviour management. The school is of a catholic background and so most of the practices within the system are defined by the Catholic Education Diocese of Parramatta. The table below obtained from the Catholic Education Diocese of Parramatta website outlines the current systematic policies and approaches by Parramatta Marist High School, and the effectiveness; Priority Reason for the priority Steps taken to achieve the priority Status of the priority (Achieved, Ongoing) Our first priority was the implementation of project based learning and problem based learning (PBL) in Stage 4. To support the whole school focus on the development of innovative teaching pedagogies ongoing professional development provided to staff implementation of professional learning teams to support further staff development use of the Echo learning management system to enhance project development Ongoing Our second was the ongoing development of staff professional learning. The current requirement for ongoing staff professional learning and development, especially with the influx of new scheme teachers, has created an increased need for professional learning teams. development of professional learning leaders construction of online courses to support ongoing staff professional learning further overseas training in both the project based and problem based learning models to be sourced for staff Ongoing The third priority was the focus on improving student achievement within the language conventions section of the National Assessment Program - Literacy and Numeracy (NAPLAN). Since the implementation of the NAPLAN examination there have been concerns over the school's results in this literacy domain. intensive and ongoing focus through workshops with Years 7, 8 and 9 students embedded development of literacy resources across all Key Learning Areas (KLAs) tracking of students at risk in this domain Ongoing Source: http://www.plportal.catholic.edu.au/parents/annual-school-reports/annual-school-report-details.aspx?schnum=1518 Looking at this two schools and their systems closely, it is easy to observe that the policies and practices emphasize more on the external factors that shape the learning environment. However, it is arguable that external environmental factors are not the only elements of effective learning and good student behaviour. Definitely, the learning process influences the student’s behaviour and their way of thinking. In his learning theory, which discusses the conditions of learning, Gagne (2013) presents internal and external environments as the two types of learning conditions. The idea in this suggests that training on a subject sticks to formulated rules, codes or ethics of conduct during and, subsequently, after the learning process. That is why these school also emphasise on the participation of the student and thus their self-management. References Alkhalifa, E. M. (2005). Effects of the cognitive level of thought on learning complex material. Educational Technology & Society, 8 (2), 40-53. Department of Education. (2014). The National Safe Schools Framework. Retrieved 20 October, 2014 from Department of Education. (2013). Discipline audit 5 page profile – Parramatta SS Date: 31 July – 1 August: Parent and Community Engagement. Queensland: Department of Education. Ellis, J. (2001). What research says about parent involvement in children’s education: In Relation to Academic Achievement. Michigan: Michigan Department of Education. Gagne, R. (2013). Conditions of Learning. Retrieved from http://www.csulb.edu/~dkumrow/conference/learning_theory.html Green, M. (2012). Lavalla, The staff journal of Marist Schools Australia Marist Schools Australia: Brunswick Vol. 18, no. 1. Lynch, R. (2007). Behaviouralist Learning Theory. Southampton: University of Southampton. McNeeley, S. R. (2007). Theories of Learning. Retrieved 20 October, 2014 from Ormrod, J. (2008). Human Learning (5th ed.). New Jersey, NY: Pearson Education, Inc. Parramatta High School, (June 2014). Responsible Behaviour Plan for Students School Rules: Respect, Safety & Learning. Based on the Code of School Behaviour. Retrieved 20 October, 2014 from Parramatta High School. (2014). Positive Behaviour for Learning: Parramatta High School is a national leader in P.B.L: Positive Behaviour for Learning Retrieved 20 October, 2014 from Parramatta Marist High School. (2012). Annual School Report. Catholic Education Diocese of Parramatta: Westmead. Patterson, C. H. (2000). Foundations for a theory of instruction and education psychology. New York: Harper & Row. Schofield, J. (2014). Positive Behaviour for Learning: Building teacher capability. New South Wales: Educations & Communities Smith, L. D.; Woodward, W. R. (1996). B. F. Skinner and behaviorism in American culture. Bethlehem, PA: Lehigh University Press Taylor, P. (2013). A Brief History of Parramatta High School 2000 onwards Read More