Demonstrate knowledge of practical approaches to manage challenging behaviour.

This page provides evidence for meeting Standard 4 (specifically sub-standard 4.3) at a graduate level. 

The following artefact demonstrates knowledge of practical approaches to managing challenging behaviour. The first artefact is a screenshot of a reflective exercise a student completed during lunchtime as a *logical* consequence for his disruptive behaviours in class. The second artefact shows a follow-up email to his Mentor Teacher to promote how this incident can be discussed as an opportunity for personal growth.

This approach takes on a neo-Adlerian approach to student behaviour whereby the student contributed to a loss of productive time in the lesson through his actions, therefore, he will lose some of his own time (lunch) but to promote a more positive attitude towards the incident as opposed to using punishments (Porter, 2006). Also, underpinning this approach is a strengths-based approach whereby teachers focus on building students' strengths as opposed to diagnosing weaknesses. This philosophy is reflected in my follow-up email where I communicate how the student has potential to be a leader among his peers. 

References

Porter, L. (2006). Student Behaviour: Theory and Practice for Teachers (3rd ed.). Taylor & Francis Group. https://ebookcentral.proquest.com/lib/curtin/detail.action?docID=5288021