Student Name: Kristina Karlsson

Student ID: 214168072

Unit Name: Turning Behaviour Around
Tutorial Dates/Times: 13 November and 27 November 2015
9.00am to 4.30pm
Tutor: Jenny Mackay
Assessment: Managing student behaviour
Part One 1,500 words:
Present a behaviour situation which could be an ongoing problem
and of some concern, with two possible options for managing it, to
your colleagues.
Part 2 2,500 words:
Choose five case studies and write up a plan of action to most
effectively manage the student(s) behaviour and achieve your
desired outcome(s).
Due Date: 29 February 2016

All skills and strategies used in the Interactive Management Process (IMP) are credited to
Mackay, J 2015, Turning behaviour around, course notes, Deakin University and Mackay, J
2006, Coat of many pockets, ACER Press, Victoria.
Part One (1,500 words)
Question One Present a behaviour situation which could be an ongoing problem and of
some concern, with two possible options for managing it, to your colleagues.

To: Teachers of Grades 1/2,

I am writing in regards to a behavioural issue occurring across Grade 1/2, and offer two
potential solutions in an attempt to rectify this matter. As you are aware, there are several
students displaying distracting behaviour during classroom discussions. That is: fidgeting,
touching, talking, calling-out, interrupting, and not respecting others opinions. This disrupts
the flow of teaching, preventing students gaining full-advantage of valuable learning time. I
believe it is a priority to address behavioural concerns before they become an issue, by
learning strategies that prevent misbehaviour, minimising disruption. Teachers can do this
by becoming skilled in managing and planning for behaviour, before, during and after class
assessing which strategies were successful, and which need adapting/improving. As Mackay
confirms In order to teach the what and enable the how, you need to manage the who;
this requires planning for your students and their behaviour, alongside your lesson
planning (2006, p. 4).

The options presented are: a Reward and Punishment system - to encourage acceptable
behaviour, and deter misbehaviour; and an Interactive Management Plan, including
consequential learning and problem solving, from the book Coat of Many Pockets (Mackay
2006).

REWARDS AND PUNISHMENT

I have witnessed reward and punishment systems in use, and these can be successful in
modifying student behaviour. Punishment is more effective when delivered as close as
possible to the incident, as Docking asserts the timing is important; the longer it is after
the event, the more difficult it is for young children to link the punishment to the offence
(2002, p. 84). Therefore, an appropriate strategy might be to issue each of the offending

All skills and strategies used in the Interactive Management Process (IMP) are credited to
Mackay, J 2015, Turning behaviour around, course notes, Deakin University and Mackay, J
2006, Coat of many pockets, ACER Press, Victoria.
students a set of 15 cards at the beginning of the school day. For each misdemeanour, the
student hands the teacher one of his/her cards. At the end of the day, the amount of cards
remaining equals the amount of minutes free-time the student is entitled to. If the student
loses all 15 cards, they visit the Assistant Principals office. The punishment lies in missing-
out on valued free-time, and in worst-case scenarios, time-out. The reward for acceptable
behaviour is additional free-time. Rewards can provide students with incentive to behave
well, as Lewis claims Everybody feels good when their efforts are recognised...They are
particularly likely to be positively influenced by teacher praise or reward (1997, p. 77).
Wolfgang and Glickman believe that rewards can modify behaviour affirming When
rewards are dispensed following a behaviour, that particular behaviour will increase its rate
of occurrence (1986, p. 133). Punishment is known to deter misbehaviour as The student
will tend to behave in ways to reduce discomfort (p. 133).

This system is most effective when teachers reliably remove cards for each offence, as
Docking confirms teachers should be consistent in their use of punishment (2002, p. 84).
It would also need to be clear what constitutes an offence as For punishment to seem fair
it must operate against a background of rules and expectations which the children know and
generally respect (p. 84). Classroom rules should be decided, then displayed. These can
then be referred to when behavioural boundaries are crossed.

The potential negatives of this system should also be considered. Issuing rewards and
punishment as motivation to encourage acceptable behaviour can become an issue of
power and control. This can cause conflict, and damage teacher/student relationships.
Feelings of hostility, resentfulness and defensiveness can occur, leading students to feel
withdrawn or victimised, or even to seek revenge (Mackay 2015, p. 20). It is favourable to
educate students to self-discipline, and to give them an understanding of why misbehaviour
is unacceptable. Mackay affirms that A teachers role is to guide, teach, empower, and
enable students so they can better manage themselves and others (p. 20). When issuing
rewards, we are in danger of teaching only extrinsic motivation. Some students are
encouraged by reward systems, but others can become too reliant on this external

All skills and strategies used in the Interactive Management Process (IMP) are credited to
Mackay, J 2015, Turning behaviour around, course notes, Deakin University and Mackay, J
2006, Coat of many pockets, ACER Press, Victoria.
incentive, without understanding the reasons why socially acceptable behaviour is required
(p. 23-24).

I believe this system may further isolate students who already feel different. Those issued
with cards are singled-out, and may choose to live up to negative-labels, giving them no
incentive to change. Additionally, it may influence teacher opinion, as Docking stresses
everyone no longer sees the child with problems so much as the inherently problem
pupil (2002, p. 7).

INTERACTIVE MANAGEMENT PROCESS (IMP)

IMP, as detailed in Coat of Many Pockets (Mackay 2006), has core philosophies of
consequential learning and problem solving. It teaches students to take responsibility for
their own behaviour, and to self-discipline, through allowing choice. Dreikurs et al highlight
the value of this declaring Let children assume greater responsibility for their own
behaviour and learning...Responsibility is taught by giving responsibility (1982, p. 89).
Students benefit from making choices, and Dreikurs et all claim that Children need areas of
freedom to discover the world, to express their feelings, to develop their own ideas, and to
test their own self-discipline. These experiences should vary from the relatively simple to
the more difficultThey should provide experience in solving problems and should help to
establish desired behaviours (p. 82).

IMP encourages pre-planning to prevent misbehaviour, and disruption to the flow of

learning. Mackay explains (IMP) focuses teachers on working proactively planning for
behaviour, applying insight and skills and working from a positive perspective catch them
doing it right, not wrong, to prevent misbehaviour (2015, p. 6).

The first-step is establishing rules with benefits and consequences, in conjunction with
students, this follows the key-concept of Participation, leads to ownership, which leads to
responsibility (Mackay 2015, p.3). Docking affirms involving children in making classroom
rules is likely to give them a sense of ownership (2002, p. 26). In order to create an agreed
set of rules, it is important to discuss the values of the school/classroom, as Values are
central to effective behaviour and discipline management. Values are core beliefs that guide

All skills and strategies used in the Interactive Management Process (IMP) are credited to
Mackay, J 2015, Turning behaviour around, course notes, Deakin University and Mackay, J
2006, Coat of many pockets, ACER Press, Victoria.
our actions and are reflected in our behaviour (Mackay 2006, p. 7). Once rules and
boundaries are established, they can then be referred to when broken. Students also
participate in setting consequences related to misbehaviour. Wolfgang and Glickman discuss
student-decided consequences claiming A student needs to have logical consequences
follow his or her behaviour, whether that behaviour be positive or negative. The student is
encouraged to decide what those privileges or negative results should be (1986, p. 113).
This ensures that consequences are not personal, and never delivered in anger or
annoyance. When deciding consequences Mackay suggests consideration of 5Rs: Is it
Related to the misbehaviour?; Is it Reasonable?; Does it teach Responsibility?; Does it allow
Reparation?; and Is it Respectful (2015, p. 21). Consequences allow choice, and give
students responsibility for their own behaviour. Lewis ascertains consequences
encourage the student to choose the appropriate way to behave. If the student chooses
not to behave acceptablyshe has also chosen to accept the unpleasant consequence.
However, the choice is genuinely hers (1997, p. 109).

The strategy follows a 6 Point Action Plan (Mackay 2015, p. 6):

1. Stand back - Take 5! Do not react immediately, take a few minutes, or even a few
days, before deciding an appropriate response. Lewis claims that The ideal response
should at all times be calm and considered. This call for teachers to control their
natural reactions is based on the belief that such unthinking reactions feed the
students underlying bad feelings (1997, p. 105).
2. Manage those feelings - Behaviour is a message conveying how a student/person
is feeling and coping with their world. Students may have physical, emotional or
social issues that interfere with their learningthese will all be expressed through
their behaviour (Mackay 2006, p. xiv). Do not take behaviour personally.
Acknowledge student emotions, as when feelings are acknowledged they decrease
in intensity (Mackay 2015, p. 6).
3. Focus on the behaviour, not the student The behaviour can be changed but not
the person, you cannot make a person do anything you can only cause them to
want to change (Mackay 2015, p. 7).

All skills and strategies used in the Interactive Management Process (IMP) are credited to
Mackay, J 2015, Turning behaviour around, course notes, Deakin University and Mackay, J
2006, Coat of many pockets, ACER Press, Victoria.
 4. AskHow important is it really? As the teacher, control your response and
dialogue, do not get involved in the dance (Mackay 2015, p. 5) of students drawing
you in by baiting you. Skilfully side-step confrontation and manage the behaviour
so you stay with the main event of teaching and learning (p. 7).
5. Tune inWhats really happening here? What is the core-reason for this
behaviour? Problem behaviours often arise from students who, have a low sense-of-
worth; are needy of peer acceptance to feel significant; are socially or emotionally
unhappy; are disengaged; or whose family/home life impact on their learning
(Mackay 2015, p. 7).
6. Whose problem is this?...Who should take responsibility? Whose need is not
being met? Who does this directly affect? (Mackay 2015, p. 11)

Skills to plan for behaviour include: ECA (Empathy, Content, Action); Self-control through
Self-Talk; I Statements/Messages; Offering Choices; Open Responses/Open Questions;
Quick Classroom Skills; Consequential Learning; Problem Solving and Changing
Labels/Negative Attitudes. For this particular behavioural issue that is occurring in Grade
1/2, an open question could be utilised, instead of Why are you touching and distracting
another student? to which the student could reply I dont know, the teacher can refer to
the set classroom rules, asking the student What is our rule about touching other
students? to which the student would have to reply We must keep our hands to
ourselves. The student would understand the appropriate behaviour, and be given the
opportunity to self-correct. They would understand what the consequence for that
misbehaviour is, for example, all students who choose to touch/distract other students must
sit by the teacher. Another skill is an I statement, these take the focus off the student, and
put it on the behaviour. The teacher, using her voice as an instrument, aware of
tone/volume, says When one of my students is touching other students during classroom
discussion I feel disappointed, and concerned for other students because they are
distracted, and miss-out on valuable learning. So I am looking forward to seeing all students
sitting quietly and listening. Okay? Great. This again, gives the student the chance to self-
correct, fully understanding why the behaviour is unacceptable.

All skills and strategies used in the Interactive Management Process (IMP) are credited to
Mackay, J 2015, Turning behaviour around, course notes, Deakin University and Mackay, J
2006, Coat of many pockets, ACER Press, Victoria.
The negatives of this program include: teachers require professional development to enable
them to learn the skills; and time must be spent getting to know students, and the potential
motivations for misbehaviour, to be preventative.

For this current behavioural concern I recommend IMP, for the following reasons:
- It addresses long-term behaviour management, and teaches self-discipline.
- Students have responsibility for their own behaviour, and are given the opportunity
to self-correct.
- Students are able to see the benefits, and reasons for socially acceptable behaviour.
- It encourages positive teacher/student relationships, which is a powerful motivator
for appropriate behaviour.
- Teachers are empowered with skills that enable them to deal with misbehaviour.
- The rights of all students are protected when rules with benefits and consequences
are put in place.
- It improves student self-esteem by giving them responsibility and choice.

Telling students what to do can be a negative experience, but through IMP Teachers are
encouraged to focus on enabling rather than telling studentsbut also allow students to
set goals, make choices, solve problems, negotiate situations and make decisions with
regard to their learning (Mackay 2006, p. xv). Allowing choice, rather than commanding,
improves teacher/student relationship, and encourages long-term good behaviour. Arnold
states Expert teachers are involved with and care about their students, and show the
capacity to be receptive to their students needs. They do not attempt to dominate the
situation but on the contrary, work to lessen the physical and psychological distance
between themselves and their students (2005, p. 96). Rewards and punishments can go
against this idea of behavioural ownership, as A teacher who uses punishments and
rewards is not interested in the students becoming responsible for their own behaviour
(Lewis 1997, p. 109).

I look forward to your feedback on managing this behavioural issue, and to working towards
a mutually agreeable solution.

All skills and strategies used in the Interactive Management Process (IMP) are credited to
Mackay, J 2015, Turning behaviour around, course notes, Deakin University and Mackay, J
2006, Coat of many pockets, ACER Press, Victoria.
Part Two (2,500 words)
Question 4 Choose 5 case studies and for each of these write up a plan of action to most
effectively manage the student(s) behaviour and achieve your desired outcome(s).

a) Alex fidgets in class he fiddles, taps, makes funny noises, he jerks around. I
even found him prodding those around him with his ruler. He is often out of his
seat, talking to, bothering others. He just cannot keep still hes always fooling
around. And he doesnt concentrate. Every time he asks me what to do after I
have carefully explained it to the class. Hes the bane of my life.

Alexs motivation is attention-seeking, that is Notice me! Alex may only feel a sense of
belonging when he is receiving attention, and may not be concerned whether he gets
noticed for good or bad behaviour. Alex continues to misbehave because it has benefitted
him in the past, and he received the desired attention. Adler confirms people
unconsciously behave in particular way because it works for us, that is, it produces a
particular result (cited in Mackay 2015, p. 7). Therefore, Alex will continue to seek
attention in this manner until he learns that it no longer works.

Problem ownership lies with Alexs as his need for attention is interfering with his learning.
As his teacher, I should support him using skills that allowed him to correct his behaviour.

Firstly, I would Stand Back Take 5! (Mackay 2015, p. 6). This gives time to decide the
appropriate skill to use. It allows me to focus on the behaviour rather than the student,
ensuring that I dont take Alexs misbehaviour personally. The skill self-control through self-
talk is valuable in this instance. Instead of saying Hes the bane of my life, my self-talk
could be Alex is particularly distracted today, I wonder whats the causing him to seek
attention? I could approach Alex, saying You dont seem to be able to focus today, thats
hard, as acknowledging feelings can help them to decrease in intensity (p. 6). I would assist
Alex to understand his behaviour by attempting to reveal the motive to him, for example
Could it be that you want me to pay you more attention? Again, this acknowledgment can

All skills and strategies used in the Interactive Management Process (IMP) are credited to
Mackay, J 2015, Turning behaviour around, course notes, Deakin University and Mackay, J
2006, Coat of many pockets, ACER Press, Victoria.
help Alex understand the need to change the behaviour (p. 6). I would Accept the feelings
but limit the behaviour (p. 6).

I would look-out for positive focusing opportunities, giving Alex praise for appropriate
behaviour, not waiting for Alex to misbehave before I gave him attention. When Alex gets it
right, I would say I can see Alex sitting there quietly and focusing on his work. Great! This
positively feeds his need for attention. Because I am aware that Alex responds well when
noticed, my aim is for him to seek positive attention. I would check-in with Alex at the
beginning of the school day, asking him questions and acknowledging his feelings. This
would also address his desire to be noticed, and prevent him from seeking attention
through misbehaviour.

If Alex continued to seek attention from negative behaviour, I would choose not to get
involved in the dance (Mackay 2015, p. 5). Where possible, I would ignore his
misbehaviour, because if he does not receive attention for this, then eventually it will cease.
Docking suggests teachers should employ tactical ignoring as an appropriate response to
behaviours such as calling out, clowning, being silly, or sulking, where to acknowledge the
childs action would be to reinforce the attention-seeking (2002, p. 78). It takes time to
change undesirable behaviour, therefore I would be consistent with this process. Dreikurs et
al imparts the importance to Be consistent in your decisions. Do not change a decision
arbitrarily just because it suits your purpose at the moment. Inconsistency confuses the
child about what is expected of him at a certain procedure (1982, p. 89).

Another skill to consider is consequential learning. I could remind Alex of the class rules
with an open question such as What did the class decide about making loud noises? This
allows Alex the chance to correct his behaviour, with an understanding that there are set
consequences for those that choose to break the rules. Another skill is offering Alex a choice
or option, for example As you have chosen to distract others by tapping, I see that you
have chosen to stay in with me at recess to finish your work, as Choices can create a
turning point (Mackay 2006, p. 59).

All skills and strategies used in the Interactive Management Process (IMP) are credited to
Mackay, J 2015, Turning behaviour around, course notes, Deakin University and Mackay, J
2006, Coat of many pockets, ACER Press, Victoria.
These supportive skills give Alex the opportunity to self-correct, and diminish his need to
seek attention through misbehaviour.

d) I have this classI walk in after break and they are fooling around, throwing
things across the room. I caught two of them throwing paper planes the other
day. The girls, given a moments opportunity are chatting, and it is not about
schoolwork either. They just dont seem to settle down to workever! They say
its the worst class we have had in this year for some time. Some are not too bad
but I just about go crazy sometimesthey never stop talking.

Because this is a whole-class issue, it is difficult to pin-point the motivation of each student.
As stated above, people behave in a manner that has worked for them before, and this class
have learned they can get-away with misbehaviour. They may not have been given any
incentive to concentrate and learn. The problem ownership is with the teacher, as the
curriculum needs to be delivered, and the teacher is responsible for learning. Therefore, I
would assertively address this issue, with the whole-class, rather than individually. This
ensures that consequences are for all students, and not personal.

I could use the skill self-control through self-talk, instead of I just about go crazy
sometimesthey never stop talking. I would positively adjust to This class has lots of
energy, how can I direct them to use that energy to get excited about learning. The first-
part of implementing the IMP strategy is to work with the class at the beginning of the
school year, setting-up class rules with benefits and consequences. This allows use of the
skill consequential learning to deal with this misbehaviour. I would get the class to choose
their own rules, so that they had a sense of responsibility and ownership of them. I could
direct their energy into this process. This would help them understand what socially
acceptable behaviour is, why it is required, and the affect distracting behaviour has on
others, themselves and learning. I believe it is important for the class to see the benefits of
behaving well, and also to state my high expectations for both their learning and behaviour.
This enhances the positives of the process and improves teacher/student relationships, as
Docking reiterates Children who sense that their teacher holds positive expectations about

All skills and strategies used in the Interactive Management Process (IMP) are credited to
Mackay, J 2015, Turning behaviour around, course notes, Deakin University and Mackay, J
2006, Coat of many pockets, ACER Press, Victoria.
their learning potential and values them as persons are going to feel better about
themselvesthey will be more inclined to cooperate to demonstrate that the teachers
positive expectations are justified (2002, p. 13).

If class rules are broken, I could use open responses and open questions, acknowledging
feelings to help them to decrease in intensity (Mackay 2015, p. 6). Oh I see that you are
distracted today, thats hard and follow with but what are the class rules about throwing
things/chatting? The students are asked to recall the class rules and consequences, giving
them responsibility for choosing their behaviour.

If the behaviour persisted I could use assertive I statements/messages, such as When my

students are mucking around, I feel disappointed, and concerned for all of you because it is
important that you are listening and learning. So I am looking forward to seeing all students
sitting quietly, listening for instructions. Okay? Great I would ensure that on an ongoing
basis I used descriptive praise when they get it right. Then they learn to receive positive
attention instead of negative, which, again, strengthens the teacher/student relationship.
Docking claims praise creates a positive atmosphere in the classroom, helps to maintain
appropriate behaviour, reduces behaviour problems, increases childrens self-esteem and
helps the teacher to establish positive relationships with the pupils (2002, p. 44).

e) I caught Adrian reading a novel in science the other day. I told him to put it away
and get on with his work. He said, No! He had to read it and he would do his
work later. I said. You put it away right now! He refused and I said, Right,
thats it! Saturday detention for you and its too bad about the footie match.
He turned on me and said, You mother f., as he got up, knocked his desk
over and stormed out of the class. The class just sat there looking at me . I
didnt know what to do.

The motivation behind Adrians behaviour is power, he may only feel a sense of belonging
when he feels he is in-control. Lewis confirms the students view of the world is that they
are worthwhile (recognised) only as long as they are the boss and in charge (1997, p. 102).

All skills and strategies used in the Interactive Management Process (IMP) are credited to
Mackay, J 2015, Turning behaviour around, course notes, Deakin University and Mackay, J
2006, Coat of many pockets, ACER Press, Victoria.
Adrian thrives on the power struggle between himself and the teacher, and is especially
pleased when he is successful in getting the teacher to join in the dance (Mackay 2015, p.
5). I would ensure that I didnt respond in anger, or try to force Adrian to obey, thus
avoiding the power struggle. Lewis claims students who are into power rarely respond to
a normal telling-off by temporarily stopping their behaviour. They usually resist in some way
and try to draw the teacher into a fight (1997, p. 103). I believe it would be more effective
not to respond in the way Adrian expected or desired. As Adrian thrives on having power,
an appropriate skill to use is problem solving. Adrian would benefit from feeling in-control
of his behavioural problem, by being an active participant in the solution.

The problem ownership lies with Adrian, as his desire to be in-control is directly affecting his
ability to follow socially acceptable rules, which are not only required in the classroom, but
also in the outside world. Therefore, as his teacher I would supportively help him to self-
correct, and give him responsibility for his own behaviour.

The best time to involve Adrian in the problem solving process is when the atmosphere is
calm. I would not use this skill when the mood is heightened, or when Adrians attempt to
gain power is in full-swing. I would wait for an appropriate moment after the event, and
request time with Adrian to work through this process. Adrian would be led through the
steps of the problem solving with my support. Adrian becomes a participant directly
involved in finding the solution, and as Mackay states finding a solution brings
responsibility and is an empowering process for all involved (2015, p. 22). Problem solving
is a goal-focused strategy which also makes it empowering for the participant, as they work
towards the objectives they set for themselves. The first-step is to define the problem,
which is Adrians desire to have control. Secondly, feelings need be acknowledged, as well
as what Adrian hopes to achieve by obtaining power. I could acknowledge this by saying
Adrian, I understand that you like to feel like you are in-control, could it be that you only
feel a sense of belonging when you feel that you have the power? or Is it because you feel
you dont understand whats going on in class and that makes you feel out-of-control?
These directed questions lead to the third-step, which is brainstorming ideas about why
Adrian gets his sense of belonging from feeling in-control. As part of showing my support, I

All skills and strategies used in the Interactive Management Process (IMP) are credited to
Mackay, J 2015, Turning behaviour around, course notes, Deakin University and Mackay, J
2006, Coat of many pockets, ACER Press, Victoria.
need to accept whatever responses Adrian might give, without judgement. The fourth-step
is working towards possible solutions. Learning what would help Adrian feel comfortable,
but still allow him to follow class rules, and display socially acceptable behaviour. The final-
step is evaluating and summarising the issues and solutions.

This skill of problem solving empowers the student to be in-control of the solution. It allows
them the opportunity to choose to behave in a socially acceptable manner, without feeling
out-of-control. As this is the motivator for misbehaviour, problem solving is the best
possible strategy to use in this instance. It also teaches the student to realise how their
behaviour affects others, and why it is not socially acceptable to attempt to gain power
over the teacher by yelling and swearing.

f) Gemma is exceptionally rude and sarcastic. When I ask her to do something she
says things like Why should I? Lucy was involved too. She can do it. I dont
see why you always have to pick on me! Im not here to do your bidding you
know! or It wasnt me! Prove it. The other day I asked her to finish off some
work and she replied Im not doing that its a waste of time. My Dad said I didnt
have to and Im not going to. He says youre dumb and I dont have to do what
you tell me. I was so angry I started to tell here exactly what she would do in my
class but nothing has changed, in fact it is possibly worse.

I believe the motivation for Gemmas behaviour is a desire to feel superior. Gemma is
defiant, and unwilling to participate in learning or follow socially acceptable classroom rules.
She feels her sense of belonging when she makes others feel they are beneath her, in this
particular instance, the teacher. This could be because she has underlying low self-esteem.
Mackay claims that for some students Their overbearing behaviour is self-protective,
and putting down others enables them to hide their inadequacies (2006, p. 47). Gemma
uses comments designed to shock and degrade, such as He says youre dumb Mackay
claims that When you shock someone, you tend to feel superior (2015, p. 35). I believe the
problem ownership lies with Gemma as she is unable to learn the set curricula when she
refuses to participate in learning. Therefore, I would play a supportive role, using skills that

All skills and strategies used in the Interactive Management Process (IMP) are credited to
Mackay, J 2015, Turning behaviour around, course notes, Deakin University and Mackay, J
2006, Coat of many pockets, ACER Press, Victoria.
give Gemma responsibility for changing her own behaviour. This strengthens the
teacher/student relationship, and promotes trust, which would allow me to work with
Gemma on her self-esteem issues. Mackay ascertains Trust and mutual regard lie at the
heart of all productive teacher-student relationships (2006, p. 92).

The first-step would be to Stand Back Take 5! (Mackay 2015, p. 6), this allows the
opportunity to manage feelings of anger, and to refocus on the behaviour rather than the
student. I understand that the motivation for Gemmas behaviour is superiority, therefore I
could use the skill self-control through self-talk to manage my own feelings. Saying I
understand that Gemma only feels she belongs when she feels superior to others, and this is
what is causing her to try to shock me and be defiant would be more positive.

I understand that in this instance I had allowed myself to get involved in the dance, and
that this caused the situation to escalate. I fed Gemmas need for superiority by losing my
temper, and given her the response that she desired. Responding in anger and telling a
student what to do stands little chance of success, and Mackay claims it does not have long-
term effects on behaviour, Telling also denies a student the chance of attempting to
change their behaviour themselves, and therefore the student is denied the opportunity of
taking responsibility for it (2006, p. 24).

Another appropriate skill would be open responses and open questions, as Open
responses open the door to communication and Open questions naturally follow open
responses and permit many possible answers (Mackay 2015, p. 16). Firstly, I would
acknowledge Gemmas feelings, therefore helping them to decrease in intensity (p. 6). For
example Gemma you seem really frustrated today, thats tough. I could ask an open
question such as But what are the rules in this class about speaking disrespectfully? I
would offer Gemma choices/options to correct her behaviour, as Being given choices
causes the student to pause, thinking about their actions, and make a considered decision
about their behaviour (Mackay 2006, p. 59). This allows Gemma an opportunity to right the
wrong. I could say You can either finish your narrative now in class, or you can stay in at
lunchtime to do it, then walk-away, avoiding conflict, and giving Gemma the opportunity to

All skills and strategies used in the Interactive Management Process (IMP) are credited to
Mackay, J 2015, Turning behaviour around, course notes, Deakin University and Mackay, J
2006, Coat of many pockets, ACER Press, Victoria.
self-correct (Mackay 2015, p. 14). If Gemma continued to be defiant I could say I see you
have decided not to complete your work, so I will see you at lunchtime. Thanks.
Alternatively, if she had corrected her behaviour, I would positively acknowledge this by
stating It is so nice to see you working so well.

If Gemma persisted I could use consequential learning, as I had already asked her to
acknowledge the rules around disrespect. I would highlight the pre-established
consequence for this behaviour. This process of supporting Gemma to self-discipline may
take some time to be successful, and I would persist in the process.

i) Elijahs mother came the other day to complain that Elijah is very unhappy at
school. I decided to carefully observe the interactions in class and in the
playground and realized that Jonathan who is pretty big and burley and his
buddies were ganging up on Elijah and given any chance they have a go at him.
The snigger in lessons, bump him in line-up, play tricks on him in class to get him
into trouble and quite blatantly tease him in the playground. Jonathan enjoys all
this and while doing his fair share of the taunting, is great at egging others on.

The problem ownership lies with me, the teacher, as I am responsible for ensuring the
safety and mental wellbeing of my students. I would use an assertive skill, as these focus
students on taking responsibility for their actions and changing their behaviour (Mackay
2006, p. 52).

I believe the motivation behind Jonathans behaviour is revenge. Jonathan may only feel a
sense of belonging when he is hurting others. This may be because he is hurting himself, as
Lewis describes the only way they can regain some sense of status is to get even, to hit
back at their persecutors (1997, p. 103). I use the skill problem solving, with Jonathan and I
going through this process together. I would warn Jonathan beforehand what the meeting is
about, to ensure he is not taken by surprise, eliminating the need for him to become
defensive. I would start by defining the problem, that is, that I had seen him leading the
bullying of Elijah. I would attempt to acknowledge Jonathans feelings, for example Is it

All skills and strategies used in the Interactive Management Process (IMP) are credited to
Mackay, J 2015, Turning behaviour around, course notes, Deakin University and Mackay, J
2006, Coat of many pockets, ACER Press, Victoria.
because you dont feel good about yourself that you need to make Elijah feel inferior? This
would lead us to brainstorm ideas. I would allow any response Jonathan may give, without
judgement. Together we could formulate a possible solution, as well as evaluating what had
been discussed. I would ensure that Jonathan was made aware of the effects of bullying,
that is The isolation and exclusion that often accompany bullying not only deny children
company, friendship, and social interaction, but also cause them to feel incompetent and
unattractive and that Emotionally, victims of bullying may feel any of the following: afraid,
alienated, angry, ashamed, depressed, disempowered, hurt, sad, stupid, subhuman,
trampled on, ugly, and useless (Sullivan 2000, p. 27).

If Jonathan persisted with the behaviour I could use consequential learning. As Mackay
states Consequences provide a logical follow through to misbehaviour and enable a
positive learning experience (2015, p. 20). Mackay also states the importance of
consequences over punishment, Cause and effect provides an easy framework for students
to understand consequences. It is not something being done to them but rather something
which results from their own words or actions, for which they are held responsible and
accountable (p. 21). The consequence for Jonathans repeated bullying of Elijah would be
related, reasonable, taught responsibility, allowed reparation and was respectful (p. 21).

In the long-term, I would take-on a supportive role, as I believe that Jonathan would benefit
from a strengthen teacher/student relationship. I would use the skill of changing labels
and negative attitudes, as I believe that Jonathan feels bad about himself, and has gained
his sense of belonging from being labelled the bully. Therefore, I could work with him on
reframing mind-sets, and the way he sees himself, and attempt to change the purpose for
his sense of belonging. Jonathan may feel a sense of worth from being given a role where he
is responsible for helping and nurturing others, and this could reframe his mind-set about
who he is, allowing him to move away from his role of bully.

I would also ensure that I spent some time with Elijah, to follow-up on how he is feeling,
offer support and acknowledge that I am aware of the situation. I would let Elijah know how

All skills and strategies used in the Interactive Management Process (IMP) are credited to
Mackay, J 2015, Turning behaviour around, course notes, Deakin University and Mackay, J
2006, Coat of many pockets, ACER Press, Victoria.
I was dealing with this issue, as this would let him know he is valued. I would also encourage
Elijah to speak to me whenever an incident had occurred.

All skills and strategies used in the Interactive Management Process (IMP) are credited to
Mackay, J 2015, Turning behaviour around, course notes, Deakin University and Mackay, J
2006, Coat of many pockets, ACER Press, Victoria.
REFERENCE LIST

Arnold, R 2005, Empathic intelligence: teaching, learning, relating, UNSW Press, NSW.

Docking, J 2002, Managing behaviour in the primary school, 3rd edn, David Fulton Publishers,
London.

Dreikurs MD, R 1982, Maintaining sanity in the classroom: classroom management

techniques, 2nd edn, Harper & Row, New York.

Lewis, R 1997, The discipline dilemma, ACER, Victoria.

Mackay, J 2006, Coat of many pockets, ACER Press, Victoria.

Mackay, J 2015, Turning behaviour around, Course Notes No. 2 Burwood, 13th & 27th
November 2015, Deakin University.

Sullivan, K 2000, The anti-bullying handbook, Oxford University Press, New Zealand.

Wolfgang, C.H., Glickman, C.D. 1986, Solving discipline problems: strategies for classroom
teachers, 2nd edn, Allyn & Bacon, Massachusetts.

All skills and strategies used in the Interactive Management Process (IMP) are credited to
Mackay, J 2015, Turning behaviour around, course notes, Deakin University and Mackay, J
2006, Coat of many pockets, ACER Press, Victoria.