Upon initial glance the National Professional Standards for Teachers, as set by BOSTES, seem to be relatively simple. However, after my recent classroom observations, I have come to understand that the achievement of these standards will be a lot more complex than I first assumed.
For example, Standard 4 states that Australian teachers should be able to ‘create and maintain supportive and safe learning environments’ (BOSTES, 2012, pp.14-15). As was made evident during my observations, in order to successfully meet this standard a focus must be on encouraging the participation of all students. Teachers must not only manage classroom activities, but also efficiently deal with any challenging behaviours, in order to ensure that all students can remain on task and benefit from the lesson.
For example, Standard 4 states that Australian teachers should be able to ‘create and maintain supportive and safe learning environments’ (BOSTES, 2012, pp.14-15). As was made evident during my observations, in order to successfully meet this standard a focus must be on encouraging the participation of all students. Teachers must not only manage classroom activities, but also efficiently deal with any challenging behaviours, in order to ensure that all students can remain on task and benefit from the lesson.
During my school visits I have observed various educators teaching across a number of year levels. While each of these teachers had their own teaching styles, I did notice a few similarities. The majority of these were in relation to how challenging behaviour was managed. Across the school the strategy of choice in regards to discouraging inappropriate behaviour seems to be the application of reinforcements and punishments. These reinforcements and punishments could be described as either positive or negative (Duchesne, McMaugh, Bochner & Krause, 2013).
When I had the opportunity of observing a Stage 5 class whose students were particularly disruptive, the supervising teacher utilised both positive and negative reinforcements to encourage students to behave in the way that she desired. For example, some of the positive reinforcement strategies included, praising the students who raised their hand before speaking, and awarding merits to those who stayed on task while working on their group assignments. Additionally, the group who were the most focused on their task were allowed to go and work outside. This then encouraged other students to begin acting in a similar way.
This same teacher also used negative reinforcement. When certain students got too disruptive, she stopped talking in the middle of her sentence and fixed a stare on the student in question, until he stopped the undesired behaviour. By then removing this unwelcome attention, the teacher negatively reinforced the desired behaviour of listening quietly. Similar reinforcements were also used in other classes.
Punishments were also used by several teachers. Students who continued to talk or engage in other disruptive behaviour after reinforcements were used, were often given the positive punishment of a detention or note sent home. Students who continually ignored the school policy of putting their phones away in their bags during class received the negative punishment of having their device confiscated.
However it is worthwhile noting that the class I observed as having the least behavioural issues was the one in which the students seemed to be the most engaged with the lesson. In this Stage 4 class, I noticed that the teacher had put a lot of thought into planning and managing classroom activities that actively engaged students and promoted student responsibility for learning. For example, she initiated a brainstorm activity with the students designed to review the previous lesson’s content. In doing this she utilised Socratic questioning to encourage responses from her students, and gave them appropriate wait time so that they could formulate answers. This was then followed by a creative response assignment. After leading a class discussion on what key points the students could include in their response, and a possible structure, the teacher gave them time in class to complete it. While doing this she emphasised that they should try their hardest because the marks would go towards their report.
A variety of factors may be behind the different behaviours exhibited across classes. However, the comparisons I drew have served as an emphasis to me that when I begin teaching I should focus on planning engaging classroom activities and questioning strategies first, before thinking about possible reinforcements and punishments. From what I have observed, this seems to be a much more effective and lasting method of promoting desirable and on-task behaviour.
Confused About Negative Reinforcement VS Positive Punishment?
Are you like me, and get confused by the differences between negative reinforcement and positive punishment? Thankfully, The Big Bang Theory is here to help!
When I had the opportunity of observing a Stage 5 class whose students were particularly disruptive, the supervising teacher utilised both positive and negative reinforcements to encourage students to behave in the way that she desired. For example, some of the positive reinforcement strategies included, praising the students who raised their hand before speaking, and awarding merits to those who stayed on task while working on their group assignments. Additionally, the group who were the most focused on their task were allowed to go and work outside. This then encouraged other students to begin acting in a similar way.
This same teacher also used negative reinforcement. When certain students got too disruptive, she stopped talking in the middle of her sentence and fixed a stare on the student in question, until he stopped the undesired behaviour. By then removing this unwelcome attention, the teacher negatively reinforced the desired behaviour of listening quietly. Similar reinforcements were also used in other classes.
Punishments were also used by several teachers. Students who continued to talk or engage in other disruptive behaviour after reinforcements were used, were often given the positive punishment of a detention or note sent home. Students who continually ignored the school policy of putting their phones away in their bags during class received the negative punishment of having their device confiscated.
However it is worthwhile noting that the class I observed as having the least behavioural issues was the one in which the students seemed to be the most engaged with the lesson. In this Stage 4 class, I noticed that the teacher had put a lot of thought into planning and managing classroom activities that actively engaged students and promoted student responsibility for learning. For example, she initiated a brainstorm activity with the students designed to review the previous lesson’s content. In doing this she utilised Socratic questioning to encourage responses from her students, and gave them appropriate wait time so that they could formulate answers. This was then followed by a creative response assignment. After leading a class discussion on what key points the students could include in their response, and a possible structure, the teacher gave them time in class to complete it. While doing this she emphasised that they should try their hardest because the marks would go towards their report.
A variety of factors may be behind the different behaviours exhibited across classes. However, the comparisons I drew have served as an emphasis to me that when I begin teaching I should focus on planning engaging classroom activities and questioning strategies first, before thinking about possible reinforcements and punishments. From what I have observed, this seems to be a much more effective and lasting method of promoting desirable and on-task behaviour.
Confused About Negative Reinforcement VS Positive Punishment?
Are you like me, and get confused by the differences between negative reinforcement and positive punishment? Thankfully, The Big Bang Theory is here to help!
REFERENCE LIST
Board of Studies, Teaching & Educational Standards NSW. (2012). Australian Professional Standards For Teachers. Retrieved from: http://www.nswteachers.nsw.edu.au/publications-policies-resources/publications/australian-professional-standards-for-teachers/
Duchesne, S., McMaugh, A., Bochner, S., & Krause, K. L. D. (2013). Educational Pedagogy: For Learning and Teaching (4th ed.). South Melbourne, Victoria: Cengage Learning Australia.