Managing and Guiding Behaviour – Week 6 (Module 2: Establishing Relationships)

These flashcards cover statistics on challenging behaviour, reasons for misbehaviour, proactive versus reactive management, Jacob Kounin’s seven preventative principles, and Bennett & Smilanich’s Low Key Responses, providing a comprehensive review for Week 6 of the Managing and Guiding Behaviour lecture.

What percentage of teachers report struggling to manage student behaviour?

About 40% of teachers.

Why can low-level disruptive behaviours be especially problematic for teachers?

Because they can steadily ‘grind down’ a teacher even though they are not high-level or dangerous.

Name two external pressures on teachers that can compound classroom behaviour issues.

Increasingly complex classrooms (e.g., many students with IEPs) and a perceived lack of support from leadership or government bodies (plus testing/reporting demands).

List three example behaviours classified as challenging in the lecture.

Ignoring instructions, swearing, defiance (others include bullying, hitting, throwing objects, temper outbursts, answering back).

According to the lecture, what are the first two basic needs whose absence can cause misbehaviour?

Lack of sleep and hunger.

Give four of the ten reasons why students misbehave, as outlined in the lecture.

Possible answers: (1) Attention seeking, (2) Power struggles, (3) Revenge, (4) Disguising inadequacy, (5) Immaturity, (6) Home trauma, (7) Medical issues, (8) Misaligned learning program, (9) Ineffective teaching (dyspedagogia), (10) Basic unmet needs.

How does teacher response determine classroom norms for behaviour?

Students learn which behaviours are acceptable based on how teachers respond; the teacher sets the behavioural standard.

Why is a proactive approach preferred over a reactive one in classroom management?

Because all students will occasionally misbehave; anticipating and preventing problems is more effective than reacting after the fact.

Complete the quote: ‘Mistaken behaviour is a natural occurrence, the result of attempts by __.’

‘…inexperienced, developmentally young children to interact with a complicated, increasingly impersonal world.’ (Gatrell, 1998).

List three characteristics of an ineffective (visible) teacher according to Bennett & Smilanich (1994).

Assumes all students should always behave, reacts punitively, relies on gut instinct/emotion, is highly visible in discipline.

List three characteristics of an effective (invisible) teacher according to Bennett & Smilanich.

Anticipates misbehaviour, uses planned consequences, predicts behaviours, prepares strategies, resolves problems discreetly (invisibly).

Which classroom-management theorist developed the ‘preventative’ or ‘predictive’ approach emphasised in the lecture?

Jacob Kounin.

What is the main idea behind Kounin’s principle of ‘With-it-ness’?

The teacher knows what is happening everywhere in the room and acts quickly to stop misbehaviour from spreading.

According to Kounin, what does ‘Momentum’ in a lesson involve?

Maintaining good pacing, clear beginnings/endings, and efficient transitions to keep students on task.

Explain Kounin’s principle of ‘Smoothness’.

Moving seamlessly between lesson segments, avoiding repetitive instructions or nagging, so students remain engaged.

What are ‘Group Alerts’ in Kounin’s model?

Techniques to capture whole-class attention and clarify expectations, ensuring all students (including non-participants) stay on task.

How can a teacher keep students ‘Attentive and Active’ per Kounin?

Vary activities, circulate among students, tailor tasks to levels/interests to maintain engagement.

Define Kounin’s principle of ‘Overlapping’.

The teacher manages two or more things simultaneously (e.g., supervising one group while preventing misbehaviour in another).

Why must effective teachers avoid ‘Overexposure’ of a topic?

To prevent student boredom, encourage willingness for new tasks, and keep learning enjoyable and challenging.

What is a ‘Low Key Response’ (LKR)?

A subtle, usually non-verbal strategy to address misbehaviour quickly without disrupting lesson flow or escalating emotion.

When should LKRs be used?

At the first sign of misbehaviour, before it escalates.

Name four Low Key Responses mentioned in the lecture.

Possible answers: Winning over (connecting), dealing with the problem not the student, polite requests, modelling behaviour, ‘come on back’, cue to start, minimal signals, proximity, private dialogue, planned ignore, with-it-ness scans, planning movement.

What does ‘deal with the problem, not the student’ mean in LKRs?

Focus on the behaviour itself rather than labeling or attacking the student’s character or intent.

Why is using polite language (‘please’, ‘thank you’) considered an LKR?

It softens the request, maintains respect, and reduces the chance of escalation.

Explain the purpose of ‘Come on back’ as an LKR.

It offers students a path to re-engage positively after misbehaviour, restoring relationships and classroom harmony.

How does ‘Proximity’ serve as a behaviour-management tool?

Moving near a misbehaving student signals awareness and often stops the behaviour without verbal confrontation.

What is the benefit of a ‘Private dialogue’ versus addressing behaviour publicly?

It preserves student dignity and teacher-student respect, reducing embarrassment and defensiveness.

Why might a teacher use ‘Planned ignore’?

To avoid reinforcing minor attention-seeking behaviours and stay focused on the main instructional goals.

Give two strategies from the summary slide for maintaining a positive classroom climate.

Reward appropriate behaviour, catch students being ‘good’, teach self-management strategies, use humour (not sarcasm), stay calm, redirect behaviour, avoid assuming students know what to do.

In one phrase, what mindset should teachers adopt, according to the summary?

Be Positive!