It is a common pattern in textbooks on behaviour management to introduce pre-service teachers to a range of perspectives and models of behaviour management and to conclude with a chapter on how to develop your own model or personal approach to behaviour management. The assumption is that pre-service teachers will either (1) choose one of the many models or (2) draw on what they see are the best features of various models to develop one that bests suits them. One problem that pre-service teachers face when exposed to such a variety of views is that not all approaches are grounded in research and many present conflicting views about the task of managing behaviour. For example, the popular and influential writings of Alfie Kohn argue strongly that the use of praise and other forms of extrinsic rewards are damaging to student motivation and capacity to self-regulate. William Glasser, in his Choice Theory Model of behaviour management, expresses similar concerns about the use of praise and rewards, but for slightly different reasons. Yet, numerous other models, including SWPBS see positive recognition (including teacher use of praise and rewards) as absolutely essential to behaviour improvement efforts.
There is another factor to consider. As many schools are now moving towards a ‘whole school’ approach to behaviour management and support, might not this move be incompatible with teachers having their own individual views on and approach to the task of managing student behaviour? Focusing on this latter point, answer the following question:
Is there a place for teachers having their own personal model of behaviour management within the context of a school where SWPBS has been adopted? Your response should be built around 2 – 3 key points that you make and these should be summarised as dot points (one line each) at the conclusion of your response.
(Word length: Maximum 350 words)
References can be used in response to this question but they are not required.
In regards to this question, it relates to teaching in Vocational
Education and Training.
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