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Behaviour Management

Describe about behaviour management in personal skill development?

In this context the main concentration is provided upon various aspects of personal skill development. Several factors are there in relation to developing a good personal skill in all perspective (Bassford, 2010). The term personal skill signifies that the capability of an individual in respect of his performance upon any particular field. Generally personal skill refers the internal improvement of a human being. Interaction with others, conveying information and knowledge, behaviour, etc are mainly focused in respect of developing the personal skill of an individual. Managing the behaviour of an individual, various acknowledgements, backgrounds, achievements, identification of relevant factors, recognition etc is the main concern topic of this context. Here relevant factors in relation to the development of personal skill are going to be discussed in this project (Shimizu & LeVine, 2002).

The two mainly difficult portion of teaching when it arrives to classroom management, getting your students to react with positive approach to your directions and getting all of them engaged in the process of teaching and tasks. The problem is, most teachers almost certainly have far too several demanding students to deal with, and not sufficient hold up and restricted period of time to convey a triumphant lesson, each and every day (Kornai, Mátyás & Roland, 2009). Teachers are tiring enough with the pressure of controlling the problems of student’s behaviour at the same time as trying to organize the balance of their grave workload that they have to deal with all these things on an everyday basis (Baker, Schorer & Cobley, 2012).

Behavior management is same kind of to behavior modification. It is a less concentrated description of behavior therapy. In behavior adaptation the main concentration is on varying behavior depending upon the relevant factors, whilst in behavior administration the focal point is on preserving order. Behavior modification skills are of exacting significance to teachers in the edifying system. Behavior management contains all of the measures and conscious inactions to increase the probability people, independently and in groups, choose behaviors which are individually fulfilling, creative, and socially suitable.

There is a immense deal of explore in relation to "behavior change" and "behavior management". B.F. Skinner and Carl Rogers have prearranged two definitely different approaches for take in hand the behavior. Skinner's approach denotes that anyone be able to manipulate behavior by initial identifying what the person finds satisfying. Once the plunders of a person are known, subsequently those plunders can be chosen that the manager is keen to provide in replace for good behavior. Skinner calls this "Positive Reinforcement Psychology". Rogers propose that in order to successfully concentrate on behavior problems, person must be convinced to want to behave properly. This is done by teaching the person the distinction among right and wrong including why he or she ought to do the right thing. Rogers believes that the person ought to have an inner consciousness of right and wrong (Arora, 2014).

Having a established system for dealing along with behaviour inconvenience as they take place (a classroom management plan), and an suggestion on how to get the attention of students, also process to get esteem from your main challenging scholars, it is crucial as these inconvenience which can create some days enormously difficult and exasperating for both students and the teacher (Bryson, 2010).

Confident teachers are in a command of the whole thing that occurs in the classroom. They settle on what is mostly preferable for students, and lead them to learn productively. Students are expected to do as you are told and self-confident teachers make sure this by making and maintaining an environment in the classroom that endorses effective learning, students act quickly and determinedly in peaceful and collective way.

The two personal skill areas I have identified as needing improvement of my teaching are behaviour management and voice projectionI believe these two areas are significantly important to teaching and making a success of every lesson during a teacher’scareer.

Behavior management is generally utilized when a person tries to end difficult behavior from any other individual. Behavior alteration and behavior therapy assist with behavior management in two ways. Behavior therapy is utilized when an person is trying to find the course of the manners, why the human being is behaving the way they are. Behavior alteration is a method to enlarge or reduce behavior. Utilizing these techniques, a person be able to achieve behavior management (Rogers, 2002).

Optimistic strengthening, unenthusiastic strengthening, positive and negative penalty are all shapes of Operant taming. Strengthening is at what time you try to amplify behavior, either in a positive way or in a negative way. If anyone utilizes positive strengthening, that person adds a wanted incentive for preferred behavior, for example, awarding good behavior with a treat. Unenthusiastic strengthening is when you enlarge behavior by eradicating something which is unwanted. For example, the child’s room is disorganized and his mother nags him to clear it up, he ultimately keeps it clear to eliminate his mom’s nagging. Punishment is trying to decrease behavior, either by using negative or positive (Bowman, 2005). Positive Penalty is when you add a not needed stimulus to reduce the behavior of the target, for example, spanking a child while he behaves inadequately. Here, spanking is being additional to reduce his dreadful behavior (Pinikahana & Walker, 2011). Negative penalty is when you eliminate somewhat the target enjoyed or prefers to eliminate his or her dreadful behavior, for example,  John’s child returns home past curfew every weekend, John eliminate watching TV after he is past curfew, as a result, John’s child’s behavior of returning past curfew will be reduced. This is negative penalty as John’s child likes to see Tele Vision, so whilst John takes that away from his reach for being late, he does not prefer it, for that reason, deficient to return back home on correct time to not get that dispensation taken away (Swainston, 2007).

• Aged between 16-18

• Left school with no qualification.

• Enrolled on this training academy to gain GCSE qualification in Maths and English through functional skills.

• Most of them not wanted to be there.

• Pressure from parents.

• Some not even interested in hair and beauty

• Just need GCSE for another course they wish to pursue in another establishment.

• So not paying much attention in the class especially during the theory lesson

Background on the student

During most lessons some students are very disruptive they are the same set of students most of the time. They do not like theory work during the lesson always asking to go to the toilet in the middle of the lesson asking very silly and questions that are not relevant to the topic and completely switch off during presentation. Never completing their task given during lesson and have to take home as extra homework to complete. Some student’smanage to complete their tasks very quickly and ask to leave home very early if they are not allowed they become very disruptive and distract other from doing their work.  In the course of the study students do not like to concentrate in the lessons and they do not even bother that not concentrating in the lesson at the time of teaching is harmful for them. It is the duty of the teacher to make the students bound to follow the instructions given by the teacher in lieu of the lessons teaching by the concern teacher. All the students in a classroom are not same, they used to come from different backgrounds, different families and many other different perspectives but the common thing among them is that they are the student of the same class as well as the students of a same teacher. So, the teacher should be well capable of making the bridge of collaboration and sense of cooperation among all the students of the class. Confident teachers are well acquainted about the facts contradictory in relation to the way of teaching and they also know the process how to solve those contradictions and to establish a good environment of study in the course of the teaching. In most of the cases, generally theoretical part of a course of study is not so enthusiastic for the students; it depends upon the ability of the teacher to represent the theoretical study in such a manner that it will create a sense of gratitude among the students for the teacher and it will attract the mind of the students that they will be able to concentrate in the course of study.

I noticed that most off the student really liked doing practical work. At the moment the students were doing theory on a Monday and practical sessions on a Tuesday the theory lesson is three hours long with a fifteen minute break in between and the same with the practical lesson on Tuesday. During the practical sessions they are very quiet they get on with they’re very well all tasks are completed within the specified time and their work is presented very well and they seem to be learning quiet a lot during the lesson. Also as they carry out the work I notice that they are very quiet and there concentration levels are quite high, and after every lesson they always ask what they are doing in their next practical session.

Even the most meticulously planned lessons can go to pot if students misbehave but sessions could be improved by teacher preparing an extra task for some students who complete task provided quicker than the time given. Also In the future lessons could be improved by breaking them down into half for example the first 90 minutes could be theory and the second 90 minutes could be practical. I think by doing this student will still get both practical and theory in one day and still be engaged in lessons and learning will be very productive.

During theory

By just doing 3 hours of theory students loose concentration and disengage during the lesson and become very disruptive. This has a very bad impact on the lesson as classroom management cannot be maintained and what the students learn is very limited.

“early productivity in lessons helps to engage students. It is then easier to share the point of the lesson with your pupils”(Quigley, 2015)

Students doing more work would not elevate standards. They are required to be doing the right things. This is the distinction among being occupied and being productive. Here are the main three steps I followed to encouraging student’s efficiency and progress in lessons.

  • Teach the right things

  • Get students doing most of the work

  • Organise classroom structures

By using this strategy of teaching during lessons and dividing the lesson in half I believe that classroom management was maintained and managed well. Adapting to students individual needs and recognising own limitations as a professional doesn’t mean that you can handle everything. Knowing that you have support and backup is crucial to staying in control of your own behaviour and responding appropriately to student’s bad behaviour.

  • Be Attentive.

  • Use Positive Self-Talk.

  • Debrief with pears.

  • Be Mindful of Your Own Reaction.

“Poor communication is generally recognised as a feature of bad management.”(elton, 1989)

It is the duty of every teacher to promote sense of obligation among the students in respect of the studies. In this regard the teacher must be positive in nature in relation to teaching aspects. Positive frame of work encourages students for paying more and more attention in the course of the study. The teacher should simplify the context of the study as it will be easier for the students to understand as well as encouraging. Well qualified teachers are quite aware of their gestures and postures in the course of the teaching, any misconduct from the part of the teacher not only hamper the class but also reduce the sense of respect from the part of the students towards teacher. The teacher should be very good organizers, as they have to organize the class in such a manner that no disability as to the course of study may arise. Above all, the teacher ought to be attentive towards his class and the lesson he is teaching, as well as the understanding level among all of the students.

Insecurities about your voice, or overwhelming concerns about what others will think about your sound can get in the wayand prevent you from projecting your voice. This is not always an easy fix, and often takes consistent practice and work.I intend to practice directing my voice for example practising talking to objects or targets and giving my voice an aim so I can naturally project my voice in the classrooms.

  • Gaining class attention

  • Getting students on task

  • Giving praise

  • Consequences

First parody can be enduring, and they are generally based upon the behaviour. Earlier than you even commence teaching, your apprentices will have previously made some judgments about you, so it is significant to comprehend what those parody are based on and how to control them. Achieving classroom management is imperative regardless of these difficulties, there are teachers who constantly do well with the most noncompliant students, and enjoy a new intelligence of accomplishment, a lesser amount of stress and more joy in teaching their students. Leaving positive lasting impressions on students on students so they  to love to learn and give kids more options, better opportunities and a greater capacity to give back to others.

Be patience, plenty of patients are needed every day and in every way within the classroom full of youthful energetic student who will utilize their imaginationin many ways to test your tolerance every day. Any teacher who presumes that a classroom full of students will be willing to sit silently and listen to the teacher teaches them will be astonished by the rude beginning that students do not work that way.

  • Give more praises

  • Give clear instructions/ repeat

  • Middle ground

  • Follow up on consequences

  • Extra task

  • Identify learners needs offer additional support


After the above discussion it can be summed up that here personal skill development is very much dependable upon the relationship among the teacher and the student. Every teacher is responsible for the better future and capability of obtaining skill of the students. Teachers are the primary source for a student to enhance the skills and capabilities as to the personal skill development. In above the basic understanding level from the part of the teacher has been discussed as to their responsibilities and duties in furnishing better quality of education to the students. But a teacher can guide or emphasise upon the credential of a student but the development of the personal skill is quite dependable upon the acceptability of students as well as the attention of the parents in this regard.

Arora, S. (2014). WebGL game development. Birmingham, UK: Packt Publishing.

Baker, J., Schorer, J., & Cobley, S. (2012). Talent identification and development in sport. Milton Park, Abingdon, Oxon: Routledge.

Bassford, M. (2010). Sustaining key skills in the UK military aircraft industry. Santa Monica, Calif.: RAND.

Bowman, C. (2005). Behavior management. Grand Rapids, Mich.: Totline.

Bryson, J. (2010). Beyond skill. New York: Palgrave Macmillan.

Kornai, J., Mátyás, L., & Roland, G. (2009). Corruption, development and institutional design. Basingstoke [England]: Palgrave Macmillan.

Pinikahana, J., & Walker, C. (2011). Society, behaviour and epilepsy. New York: Nova Biomedical Books.

Rogers, B. (2002). Teacher leadership and behaviour management. Thousand Oaks, Calif.: P. Chapman Pub.

Shimizu, H., & LeVine, R. (2002). Japanese frames of mind. Cambridge, U.K.: Cambridge University Press.

Swainston, T. (2007). Behaviour management. London: Network Continuum.

(2014, 11 19). Retrieved from equality act:

Elton, l. (1989). Discipline in Schools. The Eltob Report, 93.

Quigley, C. (2015, 01 2). how to make lessons more productive. Retrieved from teaching primary:

Rodgers, B. (1995). Behaviour management. Australia: Scholastic

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