A school is a social environment composed of students who showcase different behaviors. However, there suffices to be a set of standard behaviors that the students in a learning institution should portray. To facilitate the successful coexistence of students in a learning institution, behavior management approaches suffice to be effective in promoting positive behavior and assuring safety and care for every student (Tayler et al., 2016). St. Thomas The Apostle and Methodist Ladies' College, each has set behavior management approaches to prevent instances of bullying or harassment as well as to foster an environment that promotes respect, growth, and safety for every member of the learning centers. Subsequently, the goal of the behavior management approaches is to foster a safe and conducive learning environment where students can develop academically as well as morally before graduating and entering the outside world.
Methodist Ladies' College Behavior Management Policies
The school's behavior management policy primarily focuses on managing and inhibiting instances of harassment and bullying. Rudolf Dreikurs' Logical Consequences theory is evident in the policy document of the school whereby students who experience or witness bullying should try their best to avoid the perpetrators. The theory argues that a student's behavior is primarily targeted at achieving a specific goal which can be attention-seeking, to showcase dominance or power, inadequacy, or revenge. However, to mitigate the behavior and ensure that the perpetrators do not achieve their goal, the school advises witnesses and possible victims to shy away from engaging their oppressors. On the other hand, if the student's unwanted behavior persists and they cause harm to others, the school suggests the intervention of authorities as well as parents to ensure the students learn the appropriate behavior (Thomas, 2016). This showcases the application of the Redl and Wattenberg's Group Dynamics theory where teachers and the appropriate authorities intervene in a bid to change the student's behavior.
Also, B.F Skinner's theory of behavior modification is evident whereby the care staff intervenes to correct the misconduct of the students by engaging in meetings and summoning parents. Subsequently, students who portray unwanted behavior which causes harm to others are expelled as a form of punishment to facilitate safety and a harmonious learning environment. Moreover, William Glasser's Reality Therapy Behavior as Choice theory is evident whereby the policy requires the students to undergo counseling to facilitate the change in their behavior to avoid particular outcomes of misbehavior (Corey, 2011). In some instances, a person may exhibit a behavior consciously or unconsciously. Either way counseling such an individual may make them realize the consequences of their behavior and the means to achieve better outcomes by altering the unwanted conduct.
Also, it is evident that the policies showcase the application of Transactional Analysis theory since the school utilizes discussions as a form of resolving minor cases of bullying and harassment. The meetings or discussions ensure that each party learns the appropriate behavior that permits a peaceful coexistence with others in the learning environment (Ricks & Egbert, 2013). The analysis of the various theories asserts that the behavior management policies related to the school mission who proclaims that it is essential to sustain an individual's point of view while respecting the rights and beliefs of the others. The discussions about the instances of bullying ensure that each party presents their facts for a better understanding and the resolution of an issue.
St. Thomas Behavior Management Policies
In St. Thomas' Behavior management policy, the theory of transactional analysis by Berne and Harris is evident since the policies require a Support Group meeting to be set up for assessing the behavior of students and to analyze the effective approach to resolving the unwanted behavior. Subsequently, B.F Skinner's theory of behavior modification is evident as the behavior management policies which require the teachers to use appropriate punishment interventions to change the behavior of students. The behavior modification theory asserts that wanted behavior in students can be rewarded and reinforced while an individual may receive punishment for unwanted behavior (Corey, 2011). According to the behavior management policies of St. Thomas, some behaviors can be resolved through discussions and friendly reminders which portray the application of transaction analysis. However, a student's unwanted behavior that causes harm to others warrants removal from the classroom or expulsion.
Also, the theory of group dynamics by Redl and Wattenberg is evident in the policy document whereby the teachers can use the pleasure-pain principle in controlling the behaviors of the students. In this case, a student who portrays unwanted behavior is moved to a time-out area, and if the behavior persists, they are sent to a prearranged classroom to fill a "behavior sheet.' Additionally, the assertive discipline by Lee and Marlene Canter and Fredric Jones' Positive Classroom Discipline theories are evident in the school's policies whereby the teachers have a mandate to ensure a safe learning environment for every student (Dustova & Cotton, 2015). In this case, the teacher should take control of the classroom and positively manage the student behaviors by not tolerating any unwanted behavior such as harassment and bullying.
St Thomas' school values the need for positive behavior management, rules, and consequences so that the students can learn, work and play in a safe and harmonious environment. The development of the policies is to facilitate respect and safety for every student within the school environment. The particular theoretical underpinnings relate to the school's values as they enable the teachers to foster positive behavior for all the students to develop and have positive self-esteem if the environment is free of bullying and harassment. Subsequently, the theories outline behavior management strategies such as reinforcement or punishment for particular unwanted conduct that may be harmful to others (Funches, 2017). Subsequently, the fact that teachers stay in control of the classroom and utilize positive behavior management strategies showcases the application of positive classroom discipline and assertive discipline theoretical underpinnings.
Key Features in Each School's Approach to Behavior Management
Key Features of Methodist Ladies' College Policies
The formulation of policies for behavior management primarily relies on the set guidelines by the government or the ministry of education. The National Safe Schools Framework provides a whole-school approach to enabling an environment which is effective in preventing violence, bullying, and harassment. The key feature in the school's approach to behavior management is positive behavior management. This requires that the teachers effectively take control of the classroom and ensure that the behaviors of the various students assure safety for every student. The positive behavior management is among the nine elements of the National Safe Schools Framework (Cross et al., 2011). As such, it is evident that the school's policy document adheres to the national policy requirements for safe schools.
Also, the National Safe Schools Framework element of skill development, engagement, and safe school curriculum are evident in the school's policy document. The school council ensures that before a student is punished for particular unwanted behavior, they engage them to understand the rationale for their behavior. Subsequently, the council-student engagement enables them to develop skills and behavior that assure the safety of their colleagues. However, in case the student's unwanted behavior persists; the school engages the parents or the guardians of the student. The particular intervention ensures that both the school and the parents understand the behavior of a child to facilitate their development and enable them to learn the appropriate behavior (Forster, 2012). The partnership with parents and the community in behavior management is also among the elements of the National Safe Schools Framework to facilitate effective practice that can enable learning institutions to counter bullying, harassment, and violence.
The school's mission is to ensure that the respect for each student's point of view, rights, and beliefs. Such a policy requirement ensures that each student's orientation is respected and every person allowed exercising their rights. The Victoria state government established safe schools in 2010 to facilitate the reduction of discrimination and ensure that the learning institutions are safe for every student including the LGBTI (lesbian, gay, bisexual, transgender and intersex) community. As such, the formulation of the policy that requires respect for one another regardless of the beliefs ensures that such students are safe from bullying and harassment. The need to facilitate a safe learning environment is because it leads to an improvement in academic performance by the students (Jones, 2015)). As such, the adherence to the safe schools' framework ensures that the students get the best out of their education in an environment that is safe and conducive.
Key Features of St. Thomas Policies
One of the key features in the school's policy document is the aspect of a friendlier reminder of inappropriate behavior. In this case, it is a requirement for teachers to notice any improper conduct in students and warn them as early as possible. Subsequently, a teacher is required to give a warning to the students with unwanted behavior before optioning for punishments or suspensions. According to the National Safe Schools Framework, it is an essential requirement for the teachers and the school to conduct an early intervention and have targeted support to alter the unwanted conduct in students (Rigby, 2017). Moreover, the policy proves that the school has an outlined culture to enable the students to develop and acquire the appropriate behavior.
Another key feature in the school's policy document is that there are procedures for addressing the misconduct in students. First, the students receive warnings to reform their behaviors. However, the persistence of misconduct warrants severe actions such as removal from class, followed by the intervention of specialists and emergency teachers, and then parent engagement. At this stage, both the teachers and the parents can decide whether to include clinical services, special education consultants, or counseling services. According to Australia's National Safe Schools Framework, the partnership between the learning institution and the parents and community is an essential requirement for facilitating positive behavior change in students (Chalmers et al., 2016).
Strategies for Inducting New Staff
Methodist Ladies' College Strategies
The behavior management policy documents act as the blueprints for guiding the interventions that the teachers and the community can implement for effective behavior management. First, the strategies for inducting new staff into the policy and working with the colleagues is by distributing the policy document to the concerned members of the College Community to acquaint themselves with the knowledge on how to respond to incidents of bullying and harassment as well as the outline the prevention strategies (Lewallen, Hunt, PottsDatema, Zaza, S., & Giles, 2015). Subsequently, other staffs such as clinical officers and counselors who are not part of the Col...
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