Rules of the game : the effective classroom context to prevent and manage challenging behaviour

Abstract

Challenging behaviour in the classroom tends to distract the teacher, disturb the learning environment for other pupils in class, and weaken, possibly maim, the future educational development of the students concerned. This study observes different approaches used in schools to deal with such situations, whilst getting acquainted with teachers' attitudes and methods in handling the 'difficult-to-reach' students. This is done by conducting interviews with Year IV teachers in both State and Church schools and also observing some of their lessons. Pupils' opinions on this matter are obtained through questionnaires. Following the observations of lessons in class, reflective journals are used in order to highlight the significance of reflection to tackle challenging behaviour. Reference to literature is made to strengthen findings from observations, questionnaires and interviews. It was clear that different teachers employ a variety of strategies to deal with undesirable challenging behaviour. For instance, different seating layouts are used in classrooms; however the limitation of classroom size restricts most teachers to adopt traditional seating layouts. Encouraging positive behaviour, involves the teacher's attempt to strike a balance between positive and negative reinforcement. A healthy student-teacher relationship can also facilitate the prevention and management of challenging behaviour.