Australian Professional Standards for Teachers

Responding to challenging behaviours


About this Illustration of Practice

A teacher in a remote school in Western Australia has developed a behaviour management plan that responds to the needs and abilities of students. The program is characterised by teacher consistency, clear and accurate record keeping, and the use of rewards for improvements in learning and behaviour. Because the school has a number of teachers who have recently 'graduated' to become full-time members of the teaching staff, she adopts a mentoring role that assists inexperienced teachers use a range of strategies to manage challenging behaviour.

Standard 4
Create and maintain supportive and safe learning environments
Focus area 4.3
Manage challenging behaviour
Career stage
Highly Accomplished
Descriptor
Develop and share with colleagues a flexible repertoire of behaviour management strategies using expert knowledge and workplace experience.
  1. What behaviour management strategies do teachers at your school use?
  2. What are the characteristics of a successful behaviour management program?
  3. What expert knowledge and workplace experience could you use to assist your colleagues manage challenging behaviour?
School
Hedland Senior High School
Western Australia
Year level
Year 7
Year 8
Year 9
Related subject
English
Mathematics
Stage of schooling
Secondary
School type
Government
School location
Remote
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Hedland Senior High School is situated in South Hedland, approximately 1700kms from Perth, and has a population of almost 700 students. The school population fluctuates due the transient nature of work in the mining industry. The town's population is comprised of 58 nationalities, which is reflected in the school population. The district is a traditional centre for Aboriginal and Torres Strait Islander persons who represent about 37 per cent of the school population. There are 52 teaching staff members at the school who have a range of teaching experience. The behaviour management plan developed by the teacher is responsive to this diversity and attempts to provide positive reinforcement for improvement in students' behaviour and achievement.

Content provider
Organisation
Education Services Australia

© Australian Institute for Teaching and School Leadership (AITSL), 2012 (except where indicated under acknowledgements). You may use, reproduce and adapt this material for educational purposes until 30 June 2019, provided you retain this notice and all acknowledgements associated with the material.