New tools to support better classroom management

The launch of a series of resources aims to support teachers and education support staff with disruptive student behaviour.


Research from Monash University has found that teachers who work with a child’s needs and encourage positive behaviour see better classroom management than those who rely strictly on punishment.

It comes as, earlier this year, Australia was ranked among some of the worst in the OECD for classroom disruptions.

Monash University has collaborated with the Victorian Department of Education to develop new online support modules to seek improvement for student behaviour outcomes for both teachers and school support staff.

The Behaviour Assessment and Supports in Schools (BASIS) aims to create inclusive education environments throughout Victoria, as well as supporting the Department of Education’s Framework for Improving Student Outcomes (FISO 2.0) and the Victorian Teaching and Learning Model.

Encouraging good behaviour

The purpose-built modules outline tools teachers can use to encourage good behaviour in the classroom.

Professor at Monash University’s Faculty of Education and Associate Dean (Equity and Inclusion) Umesh Sharma says mainstream educators often don’t realise the complexity that goes into good behaviour management.

“What we are trying to do is to make this information accessible to teachers so they understand, not only teachers, but we are also targeting support staff,” Professor Sharma told EducationDaily.

“We use videos and case studies, so our training is relatable and engaging.”

The professor says he recognises that many teachers are already under the pump and need more time for more training; however, he believes this training can save time in the long term.

As better managed classes run smoother and allow more time for the extra-curricular work many educators undertake.

As an example of Positive Behaviour Support practices, Professor Sharma talks of a student who disrupts the classroom out of their need for attention.

“If you, as the teacher, have understood why a child is misbehaving, then I think you have a good understanding of, ‘what do I need to do?’” he says.

“Most importantly, you do not want to be providing the same thing that maintaining the student’s behaviour, especially if a student has been behaving that way for a long time.

“You need to stop the association between the misbehaviour and the function or the cause. You may find that the student likes attention – if that’s the case, you can find a time when the student is behaving well, and then you can go and give the student attention.”

Professor Sharma says these lessons are vital to all educators.

“Rather than a transfer of knowledge, our aim with this project is to change practices and beliefs of educators by using a heart, head, and hand approach,” he says. 

A spokesperson from the Victorian Department of Education said it is “pleased to be working with Monash University on the delivery of the BASIS units over the next two years”.

- Advertisement -

“This project is engaging with Aboriginal, parent and disability representatives to create valuable resources for our teachers and education support staff.”

Share This Article