The paper "Schools’ Policies to Behaviour Management" is a great example of a report on education. 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 an 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 an 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 policies. 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 the 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 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 of 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