Differentiate behaviours displayed by students in learning environments and formulate reasons for these behaviours using behavioural and educational theories
Differentiate behaviours displayed by students in learning environments and formulate reasons for these behaviours using behavioural and educational theories
Assessment overview
This essay allows you to deepen your understanding of learning behaviour theory and to analyse and understand how it might be applied to behaviour in the classroom. In particular, you need to differentiate behaviours displayed by students in learning environments and formulate reasons for these behaviours using learning behavioural theories.
This task is assessing your ability to demonstrate that you meet the criteria for the following unit learning outcome:
Differentiate behaviours displayed by students in learning environments and formulate reasons for these behaviours using behavioural and educational theories.
Assessment details
Write a 1500-word essay in response to one of the quotes below. REFLECT on what behaviour is and utilise one of the theories of behaviour that you have been introduced to in the unit to date. DISCUSS different behaviours displayed by students in learning environments and FORMULATE reasons using a learning behavioural theory with examples where possible. Keep in mind there may be multiple contributing factors as to why different behaviours may occur.
1. ‘The evidence is unequivocal – children who have difficulty regulating their emotions, paying attention, initiating peer interactions and sustaining engagement in learning tasks are at risk for school difficulties.’ (Bulotsky-Shearer, Dominguez & Bell, 2012, p. 421)
2. ‘Children’s experience within school is crucial in determining their likelihood of experiencing MHD (Mental Health Disorders), but this experience is clearly individual in nature and individual differences in competencies, such as self-regulation and social skills help to explain why children in similar environments may experience different levels of well-being.’ (Humphrey & Wigelsworth, 2012, p. 339)
In your essay you will need to:
define behaviour based on the theory you have chosen
demonstrate an understanding that behaviour is a socio-cultural construct
introduce the quote you have chosen and identify the behaviours displayed by students in a learning environment according to the quote
formulate reasons for these behaviours based on the theory you have chosen. Choose from the following learning behaviour theories:
Behavioural theory.
Humanist theory.
Cognitive theory.
Ecological theory.
Sociocultural theory.
When you approach your assessment, it is important that you examine the implications of mental health discussed in the quotes, but that you do not focus solely on the possible ramifications of mental health escalation. You are encouraged to use the topic of resilience and positive psychology to inform your response and connection to the theory you have chosen.
Format
Your essay should adhere to the following structure:
Introduction: (100-200 words)
Introduce the essay topic.
Provide background information.
State what you intend to cover in your essay.
Body: (1100-1300 words)
Define behaviour based on the theory you have chosen.
Demonstrate an understanding that behaviour is a socio-cultural construct.
Introduce the quote you have chosen and identify the behaviours displayed by students in the learning environment
Formulate reasons for these behaviours based on the theory you have chosen.
Conclusion: (100-200 words)
Summarise the body of your essay and key points.
Reference list: (not included in word count)
Supporting resources
The following resources will support you in the submission of this assessessment.
Tips on how to complete Assessment 1
Essay writing guide
Referencing guide
Assessment support
Submission details
This assessment will be submitted via Turnitin. See the Assessment 1 section of Blackboard for more detailed information.
Assessment criteria
To receive maximum marks for the essay you must demonstrate clarity and understanding of the topic and offer interpretation of the issues and implications together with a very high level of scholarship. Presentation, format and structure must be of a professional standard.
Knowledge of behaviour and behavioural theory.
Understanding of behaviour in the classroom in relation to socio-cultural constructs.
Format and structure of essay, including conventions of academic English.
Academic research, including APA referencing.
Your work will be assessed using the following marking guide:
Grade Descriptor
Pass [P 50-59%]
All aspects of the task have been completed, and the requirements of all criteria have been met at a satisfactory level. All work is original, except where the works of others have been integrated and referenced according to APA conventions.
The introduction clearly defines behavior and a conclusion is included.
An argument in relation to socio-cultural constructs has been made.
The learning behaviour theory is clearly stated and appropriate for addressing the chosen quote.
The relationship between theory and the chosen quote is explained.
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Possible reasons for the behaviours in relation to a chosen learning behavior theory have been included.
Referencing is attempted in APA format, however there are some errors.
The mode of communication is generally coherent; expression is generally clear; no persistent errors in grammar, punctuation or spelling.
Credit [C 60-69%]
To be awarded a Credit, the work must fulfil all of the requirements of the Pass level, but with more sophistication. Specifically, this means:
There is clear identification and understanding of key issues about why children’s behaviour occurs according to the chosen behavioural theory.
The essay is based on evidence from a range of provided sources to demonstrate an understanding of behavioural theory.
The behaviour theory chosen is appropriate to the quote, and is used to cohesively discuss reasons for behaviour.
The mode of communication is generally coherent; expression is generally clear; no persistent errors in grammar, punctuation or spelling. Editing has been a key part of the preparation of the essay.
Apart from minor issues in-text and/or in the reference list, the essay adheres to APA referencing conventions and uses evidence from an appropriate range of relevant and contemporary sources.
Distinction [D 70-79%]
To be awarded a Distinction, the work must meet all the requirements of the Credit level, but with more insightful analysis, critical evaluation, capacity to engage an audience, and competence in written communication. Specifically, this means:
A questioning approach and critical thinking are hallmarks of the essay. These skills are demonstrated in the clarity of the key points made and the relevance of those key points to the essay prompt, the depth of knowledge of the core elements of behavior and socio-cultural constructs, understanding of the behaviour theory selected.
All claims are supported with evidence drawn from a wide range of relevant and contemporary sources.
Very good organisation is evident; the work is cohesive from beginning to end; there is a systematic and logical approach to the structure and arguments.
The work is fluent and stylish and demonstrates confidence with the material; it is accurate throughout; the method and style of presentation is entirely appropriate, as are vocabulary and syntax.
High Distinction [HD 80-100%]
To be awarded a High Distinction, the work must meet all the requirements of the Distinction standard, outlined above, and then must go beyond that.
A persuasive argument is presented for a behaviour theory to address the chosen quote in the context of socio-cultural constructs.
The essay demonstrates a creative, innovative synthesis of ideas. Challenging, comprehensive critical analysis is sustained throughout the essay. An authoritative and persuasive argument is demonstrated when considering the theory and quote.
Relevant, scholarly, contemporary, evidence is provided to support the argument demonstrating familiarity with the current field of research including references drawn from the learning materials for the unit and those sourced independently.
Effective language use is a key feature of the paper, as is purposeful and deliberate adherence to the conventions of written English.
Please note: If the assignment fails to reach a satisfactory standard on each criterion, or it does not fulfil the task requirements, then it must be awarded a no pass.
References
Bulotsky-Shearer, R. J., Domínguez, X., & Bell, E. R. (2012). Preschool classroom behavioral context and school readiness outcomes for low-income children: A multilevel examination of child and classroom level influences. Journal of Educational Psychology, 104, 421–438.
Humphrey, N. & Wigelsworth, M. (2012). Modelling the factors associated with children’s mental health difficulties in Primary school: A multilevel study. School Psychology Review, 41(3), 326-341. eScholarID: 164241.
Being able to manage the behaviour of children in the learning environment/classroom is an important aspect of a teacher’s role, and one that can be particularly threatening to new teachers.
Hopefully you will never have to face the kind of issues encountered by Arnold Schwarzenegger in the movie Kindergarten Cop (as displayed in the video clip above). But all teachers will need to negotiate different types of problematic behaviour, and that is what this unit is all about.
At the completion of this unit, you will have acquired an understanding of why children display different behaviours within a learning environment. You will have also developed a toolkit of ideas and strategies for managing their behaviour, particularly via the resources you will collect for your learning behaviour folio.
Important note: You may have commenced this unit thinking it would be covering some more specific cases of classroom behaviour, e.g. autism, ADHD, violent behaviour. While some aspects of these behaviours may be touched on, the focus throughout the unit is more about negotiating the day-to-day behaviours you will encounter.
You will get a chance to learn more about conditions like autism and ADHD in subsequent units within your study, particularly EDU30005 Understanding and Supporting Inclusion (for early childhood students) and EDU40009 Supporting Inclusion for Primary (for primary students).
Unit learning outcomes
After successfully completing this unit, you should be able to:
distinguish between overt behaviours displayed by children in learning environments and formulate reasons why they occur
choose appropriate frameworks and models for responding to a range of behaviours displayed in the learning environment
analyse different principles, policies and practices used for establishing and maintaining a productive learning environment
plan learning environments that adhere to preventative models of behaviour management
create strategies for working effectively and ethically with families
clarify the role of external agencies and professionals in supporting teachers, children and families.
In summary, this means you should have an understanding of why children display different behaviours within a learning environment. You will also have developed a toolkit of ideas and strategies for managing their behaviour, and know where to access further support.
Unit structure
The following diagram illustrates the structure of the unit.
EDU20004 Unit map
EDU20004 Unit structure (2016) created by Swinburne Online
Text alternative to Unit structure
Unit design
Throughout this unit, we will refer to the following model, adapted from Bronfenbrenner’s Ecological Systems Model (introduced in the 1970s). This model provides a conceptual framework which places learning behaviour within the centre of a range of influencing factors. Over the weeks that follow, we will work through each of these factors in detail.
For the purposes of this unit, we have adapted this model to retain a focus on learning behaviour. You will see that learning behaviour is placed at the centre of the diagram. In the inner ring are those factors that influence a child’s behaviour directly within their immediate school environment. In the outer ring are those factors that exert their influence more indirectly across the community. By working through this model, you will get a broad sense of the range of factors that can influence a child’s behaviour at both of these levels.
Bronfenbrenner’s Ecological Systems Model
Bronfenbrenner inspired unit diagram (2016) adapted by Swinburne Online
You will find this model to be particularly useful as you prepare for Assessment 3: Case study, which is designed to draw together all your learning within this unit.
Click Bronfenbrenner model for more detailed information.
Activities and assessment
There are three assessment tasks spread across this teaching period. You can access the assessment documents via the links below or the Assessments area on Blackboard.
Assessment 1: Essay
The first three weeks of this unit are aimed at preparing for Assessment 1: Essay, which is due at the beginning of Week 4. Take some time to review the assessment requirements, which are located in the Assessment 1 sub-folder within the Assessment section of Blackboard.
The essay you write will be in response to one of two quotes and you will analyse behaviour from the perspective of a learning behaviour theory.
While you are deciding which quote you would like to choose, it will be valuable to discuss each of them and what they mean with your fellow students. In order to do this, a forum has been set up in your group discussion titled Discussion of quotes for Assessment 1. The quote you select will drive the learning behaviour theory you work with, so we encourage you to collectively analyse the quotes before you begin work on your essay.
Assessment 2: Folio
Assessment 2: Folio requires you to collect and reflect on a series of resources relating to learning behaviour. By developing such a folio, you will be able to compile a collection of tools and strategies that will provide enduring value to you in your professional life within the classroom.
Begin by reviewing the information in the Assessment 2 sub-folder in the Assessment section of this site to get an overview of the requirements.
Note that each of the four folio items relates to the specific topics covered in Weeks 3-8. Within these weeks, the collaborative activities are designed to assist you in creating resources for your folio, so you are strongly encouraged to participate actively in these. It is also highly recommended that you complete each folio item in the relevant week, rather than waiting till just before submission.
Assessment 3: Case study
The focus of Assessment 3: Case study is bringing together all of your learning across this unit into an applied situation.
You will choose one of two scenarios to analyse and then identify strategies and interventions in the learning environment to help the student make decisions and guide their own behaviour.
Participating in the discussion activities over Weeks 9-11 will assist you further in bringing together all of the issues required to produce your case study.
Activities and assessment
A significant part of your learning will occur in collaboration with your eLA and fellow students via collaborative activities. These activities will help you in a number of ways:
They will help you to deepen your understandings of the theories related to understanding and supporting behaviour.
They will allow you to gain valuable feedback on your progress in this unit.
They will make the unit more engaging and interactive.
These activities will be especially valuable to you as you prepare for Assessment 2: Folio. This assessment requires you to bring together a collection of teaching and learning resources related to understanding and supporting behaviour, and explain their value and how you will use them in your practice. Many of the activities are designed to help you collect resources for this folio, and to discuss their value for teachers. In some of the activities you will search for suitable resources, and in others you will create them yourself.
Select the Activities and assessment tab each week for descriptions of the weekly activities, as well as information on relevant assessment requirements.
Essential reading
Each week you will find a list of readings in a box the same as this one. Essential reading is listed first, along with a brief description of the reading and questions or points to guide you as you read.
Additional resources
Underneath, you’ll find optional additional resources that you can access if you wish. You may like to choose some or all of them, based on your area of interest.
Overarching principles behind the unit
There’s one final thing to mention before we get started. When considering learning behaviour, it can be easy to become fixated on the most difficult and problematic behaviour. We don’t want this to be the focus of the unit. Rather than looking at behaviour through a negative ‘deficit model’ we will be looking to emphasise the positives in learning behaviour, and helping you to find ways to build up tolerance and resilience of different behaviours. Therefore we ask you to:
take an inclusive approach and be proactive as an educator
always be reflective on your practice
use a holistic lens when observing and understanding behaviour.
Important note: you may have commenced this unit thinking it would be covering some more specific cases of classroom behaviour, e.g. autism, ADHD, violent behaviour. While some aspects of these behaviours may be touched on, the focus throughout the unit is more about negotiating the day-to-day behaviours you will encounter.
We will now move onto Week 1. Here you will learn about the structure of the unit in relation to a conceptual framework that understands learning behaviour in relation to a range of influencing factors. This framework will help you contextualise the learning materials across the weeks ahead.
To view a list of resources for this week referenced in the appropriate APA style, click this link to the References page.
Week 1: What is behaviour?
Concepts and readings
Activities and assessment
Unit Map Week 1 and 2
Select to view the conceptual model for this week
This week’s focus
In this introductory topic, we will broadly consider what we mean by behaviour. We will also look at the different factors which can influence not just an individual’s behaviour but the ways that behaviour is perceived by others. Through the readings and activities you will complete this week, you will see that everyone has different perspectives about what is appropriate and inappropriate behaviour, and that our social and cultural background has a significant influence on how we judge the behaviour of others.
This week’s objectives
By the end of this week you should be able to:
define and describe behaviour
identify socio-cultural factors that may impact on children’s behaviour.
These objectives align with unit learning outcome 1.
Our conceptual model
This unit is structured around a conceptual model, adapted from Bronfenbrenner’s Ecological Systems Model (introduced in the 1970s) to provide a conceptual framework which places learning behaviour within the centre of a range of influencing factors. Over the weeks that follow, we will work through each of these factors in detail.
See the Bronfenbrenner model for more detailed information.
Reflection
We all have some element of bias, prejudice and stereotyping which we apply to the world around us.
As you make your way through the readings and learning materials this week, think about your perspective on the social and moral world of the child. What has influenced this view? How does this relate to your knowledge about behaviour?
In this unit, you will be taken on a journey to create, evolve and refine your education philosophy through the lens of behavioural theory. As pre service teachers, it is important to have an understanding about where our practices stem from, what informs them and form a base which you will continue to refer to.
Essential reading
Read the Introduction in Doherty and Hughes (2009), Chapter 12: The social and moral world of the child pp. 377-378 (note that a larger section of this chapter has been scanned as it is referred to in other weeks. For this week, just read the first two pages). This provides a good introduction to the social and moral world of the child and how this relates to behaviour.
All about behaviour
A child having tantrum
The tantrum (2016) created by Swinburne Online
As a pre-service teacher, several questions relating to behaviour may be causing you concern, such as:
How do I ‘control’ a group of children?
How do I get children to respect me?
What if ‘child x’ acts up when I am teaching?
How will I react if a parent disagrees with my behaviour strategy?
How do I make sure I am consistent with behaviour in the educational setting?
We all have our own ideas about what we consider to be acceptable or unacceptable behaviour. But what we consider to be unacceptable behaviour may be perfectly acceptable to others.
Select the buttons below to explore some key concepts around behaviour.
Behaviour as a socio-cultural construct
Stages of development in behaviour
When is behaviour a concern?
Ethics and safety
Essential reading
Read Porter (2008) Chapter 1: Contrasting ideas about discipline, pp. 9-18. This chapter considers differing views on discipline, children and the adult’s role.
Additional resources
This video Parenting – Kids and Discipline Across Cultures (geobeats, 2012) illustrates how behaviour and discipline ideology is different across different cultures.
This video Dr Bill Rogers – Establishing trust to enable classroom co-operation (Osiris Educational, 2012) offers advice on how to set up a classroom for successful teaching.
This video Teaching with Cowley, school rules OK (NewbubblesLtd, 2012) provides advice on how to set rules within a class.
Week 2: Learning behaviour theory
Concepts and readings
Activities and assessment
Unit Map Week 1 and 2
Select to view the conceptual model for this week
This week’s focus
Last week, we introduced the idea of behaviour as a socio-cultural construct and discussed ways of teaching children behaviour. You should now be able to describe the different factors that can influence perceptions about what is acceptable behaviour in a classroom or learning environment. You should also be able to describe the general stages of development in behaviour, and when behaviour begins to be a concern.
This week’s objectives
By the end of this week you should be able to:
define learning behaviour theories
differentiate behaviours displayed by students
identify theories that can be applied to analysing different behaviours.
These objectives align with unit learning outcome 1.
Reflection
Challenging our bias, prejudice and stereotyping disposition, allows us to think more critically about the behavioural theory that best resonates with our values.
Continuing on from last week, what informs your philosophy and practice to decipher what is right or wrong? What does it look like in your future classroom? Can you identify where these ideas evolved?
What is a theory?
A theory can be thought of as a set of statements that explain a class of events. Theories are important as they provide a framework for your teaching pedagogy and practices. In order to understand how behaviour manifests, you need to consider different theoretical perspectives and learn to apply them to the behaviour you see.
Essential reading
Read Children’s play and social experiences in Doherty & Hughes (2009), Chapter 12: The social and moral world of the child pp. 381-385 (you’ll need to scroll down to find the starting page), which gives a brief overview of play behaviour and links it to theory, with a focus on early childhood. Then, from the same chapter, read Moral development: right or wrong, pp. 405-413, which looks at moral development theory (‘what is right or wrong’) and explains Kohlberg’s six stage theory of moral development.
Additional resources
The below links provide further reading on restorative practices:
Restorative Practice at pre-school and primary (Restorative Practices, 2016)
The Early Years Restorative Practices Script (Langley, n.d.)
Learning behaviour theories
Our study of learning behaviour doesn’t take place in a vacuum. Over the years, numerous theories have evolved which strive to ‘put the pieces together’ to explain the behaviour of learners. An understanding of these theories is crucial to Assessment 1 and will underpin the subsequent work you do to complete Assessments 2 and 3.
As part of Assessment 1: Essay, you will need to select one of the theories introduced this week and then use it as the basis for responding to a quote about learning behaviour.
Select the buttons below to explore the behaviour theories that you can choose from for your essay. Once you’ve chosen a theory to focus on, you will need to do some research to learn more about it. Activity 1 this week will help you get started.
Behaviourism
Humanism
Cognitivism
Ecological systems theory
Socioculturalism
To view a list of resources for this week referenced in the appropriate APA style, click this link to the References
Week 3: Relationship with self
Concepts and readings
Activities and assessment
Week 3 unit map
Select to view the conceptual model for this week
This week’s focus
This week, we will begin to look at the factors that influence behaviour. We start by looking at those factors within the inner ring of our unit map, which focus on the immediate relationships the child forms within their learning environment. The first of these factors we will cover is relationship with self, and you will have a chance to apply your research to the stories of Robert and Tanya.
This week’s objectives
By the end of this week you should be able to:
identify and analyse factors related to self and self-concept that may influence children’s behaviour
differentiate behaviours displayed by students
apply learning theories when analysing behaviour.
These objectives align with unit learning outcomes 1 and 2.
Reflection
What is your sense of self? When did it develop? Can you identify moments in your schooling life that impacted or helped evolve your relationship with self?
As you navigate through this topic, think about how you support a child as an individual. Relate this to your behavioural theory and identify what strategies you can use to support and develop a childs sense of self. This will be particularly important in preparation for Assessment 2.
Robert and Tanya
a poor self-esteem child and an attention grabbing child
Robert and Tanya (2016) created by Swinburne Online
Imagine you are teaching in a class. While the class is generally well organised and behaved, you have become concerned about two students.
Robert is extremely quiet. He rarely speaks in class and doesn’t interact much with the other children. Tanya, on the other hand, is often disruptive. She is constantly shouting out, attracting attention to herself, and being loud and overbearing.
While you may be quick to identify that poor self-esteem is behind Robert’s excessive shyness, the reasons for Tanya’s attention-grabbing may be less easy to pinpoint
How might you explain Tanya’s behaviour?
Perhaps she is rebelling against the classroom rules.
Perhaps she has come to learn that throwing a tantrum is the best way to get what she wants.
Maybe she is acting up to cover for difficulties with the schoolwork.
Did you think there would be a clear right and wrong answer in this scenario? Issues with the child’s relationship with their self can manifest in different ways, ranging from excessive shyness to loud attention seeking. In order to manage such issues, teachers need to understand what is going on at a personal level for each child.
Self, self-concept and self-esteem
Before you begin your reading, the following are quick definitions of the key concepts covered:
The self refers to the person, including mental processes, body, and personality characteristics.
Self-concept refers to a person’s concept of the self.
Self-esteem is a person’s evaluation of the self and whether they like and respect it.
Essential reading
The Self and self-concept and Self-esteem sections in Doherty & Hughes (2009), Chapter 12: The social and moral world of the child (pp. 385-388) (scroll down to find the starting page) provides an explanation of self-concept and self-esteem.
Chapter 7: Meeting children’s need for self-esteem (Porter, 2008, pp. 83-92) highlights issues of self-esteem, especially signs and indicators of low self-esteem, how to promote healthy self-esteem and also give praise. Although the text is mainly early childhood focused, the information transfers across age phases.
Additional resources
KS1/2 PSHE – self-esteem (ProTeachersVideo, 2006): this video demonstrates some of the techniques two schools use to develop self-esteem, including playground buddies, school councils and circle time. The resources discussed in this video will help provide ideas for your folio assessment.
The following Safe schools toolkit, A focus on student wellbeing and student ownership (Commonwealth of Australia, 2014) provides useful links to wellbeing resources, as well as resources for community engagement and peer support style programs.
Week 4: Relationships with others
Concepts and readings
Activities and assessment
Week 4 unit map
Select to view the conceptual model for this week
This week’s focus
Last week our focus was the influence of a child’s relationship with themselves and we also explored how issues such as self-concept and self-esteem can affect learning behaviour. By now you should have submitted your essay and be shifting your focus to Assessment 2: Folio.
Over the next five weeks, we will practise the skills needed to respond to and prevent undesired behaviour by working on a range of case studies and activities. In line with the unit learning outcomes, we will critically analyse policies and practices used to establish and maintain a productive learning environment. Your readings will also drive your learning in these areas. In this, our second ‘relationship’ themed week, our emphasis shifts to the ways relationships with others allow for an understanding of behaviour. During this week social interactions and skills are discussed, including friendships, and how positive relationship are formed.
This week, we example a child’s relationship with others as a factor influencing their behaviour.
This week’s objectives
By the end of this week you should be able to:
identify factors related to children’s relationships with others that may influence behaviour
analyse how relationship issues may influence children’s behaviour
identify strategies and resources that can support in managing related behaviours.
These objectives align with unit learning outcomes 1 and 2.
Reflection
How is your relationship with others shaped? Who has the most influence in the early stages of education? Think about the choices made for the child and those perhaps not with the child. How this can impact positively or negatively when forming relationships with others? What is a parents role when supporting a child and their relationship? What sort of resources are available for teachers to share with educators?
This will be particularly helpful for Assessment 2.
The new kid in class
Teacher introducing a new child to the class
The new kid (2016) created by Swinburne Online
You are a prep teacher in your second year of teaching. Your principal has just told you that a new child, Samantha, will be moving into your classroom next week.
The only information you have been given about Samantha is that she had trouble making friends in her last school and that her teachers all described her as shy and nervous around other children.
How do you see your role as a teacher in terms of getting Samantha settled into your class?
What would you do?
Be active in helping Samantha establish relationships with her peers.
Step back and allow Samantha to learn how to negotiate the social world of the classroom.
Observe how Samantha gets on with others and step in only when she really needs help.
As a teacher, you’ll regularly face decisions such as this. As children learn how to establish relationships, you will likely notice issues such as shifting friendship, communication difficulties, exclusion, aggressive behaviour and bullying.
It is important for teachers to consider the social dynamics within their learning environment and be aware of how minor misunderstandings can manifest into bullying. It is also important to know when to step in and manage behaviour, and when to stand back, as one of the goals of a teacher is to develop resilient children who are able to manage their own relationships.
Bullying
While this unit aims to focus on the positive aspects of learning behaviour, one negative aspect of relationships which cannot be ignored is bullying.
According to the Bullying. No way! initiative (Australian Education Authorities, 2015), bullying can be defined as ‘…repeated verbal, physical, social or psychological behaviour that is harmful and involves the misuse of power by an individual or group towards one or more persons.’ (taken from Bullying. No way! website). The emotional impact of bullying on victims can be severe and damaging.
Essential reading
Read Barnes (2003), Chapter 2: Children’s friendships, pp. 48-87. This chapter covers all the important things about friendship that may affect children’s behaviour.
Additional resources
The following documents from Kids Matter, Learning positive friendship skills (2012) and Helping children learn positive friendship skills (2012), describe how friendships are developed.
This webpage Ages & stages: how children build friendships (Poole, Miller & Church, 2003) describes relationship issues relating to behaviour which teachers may encounter.
The Bullying: no way website (2013) provides useful resource for teachers regarding policies, in the classroom, links to the Australian curriculum and ideas for EC and Primary. The resources here may be especially useful for your folio.
The following video KS1/2 PSHE – beat bullying (ProTeachersVideo, 2006) was written by children from a Year 6 class in a London primary school. The video is 15 minutes long and offers five talking points.
This table describes Concurrent characteristics of bullies, bully/victims and victims (Messer & Miller, 1999). Note that bully/victims refers to those who are both bullies and bullied.
To view a list of resources for this week referenced in the appropriate APA style, click this link to the References page.