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Behavior Management Within Mainstream Local Authority Run Primary Schools

2551 Words11 Pages

This review outlines the wide context of behaviour management within mainstream Local Authority run Primary Schools.
Behaviour management is a contested and enduring issue in British schools that is framed by a shift in professional and theoretical discourse (MacLure et al. , 2012). Vygotsky (1987) theory proposed that teachers and pupils need to develop affective, social and cognitive behaviour in order to create an effective learning environment. Likewise, Bronfenbrenner `s theory of ecological systems supports the view that school context as a microsystem consisting of a pattern of activities, collective roles and social relations (Bronfenbrenner and Morris,1998). Furthermore, the social factors of Piaget (1926) and Vygotsky (1962) provide …show more content…

An effective behaviour management is an important part of effective inclusion practices and higher attainments and participation in schools (Powell and Tod, 2004). There are many complex variables linked to learning behaviour including the learning environment, family, community life and cultural influences (Powell and Tod, 2004). Psychologists’ work focusses on building positive relationships with pupils in order to improve their behaviour and to protect vulnerable and challenging pupils (Roffey, 2004). However, the curriculum’s demands and target pressures on teachers make it difficult for them to find time to establish positive relationships with challenging pupils (Roffey, 2016). While teachers are increasingly becoming humanistic and child-centred many schools are however adopting behaviourist systems of rewards and sanctions to drive rather than promoting pupils’ positive behaviour (Grigg, 2015). Headteachers and governing bodies of maintained schools must ensure that their schools have a strong behaviour management to support their staff manage pupils’ behaviour (DfE, 2011a). The policy should include the school’s rewards and sanctions (DfE, 2014). However, managing behaviour in schools is more than just rewards and sanctions. In mainstream schools, headteachers and the governing bodies have the duty to set out a behaviour management policy which promotes good behaviour, respect, self-discipline and how to prevent bullying (DfE, 2011a). There are many ways of managing behaviour in schools that are not included in schools ‘behaviour policies (Ellis and Tod, 2015). These ways include teachers’ routine, and their consistency in their relationship with their pupils (Cornwall and Tod, 1998). School behaviour policy should be teachers’ skeleton of their techniques however their professionalism

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It is very important that adults are constantly aware that children and young people will look up to the adults in their lives as they develop in their behaviour, attitudes and values. Adults working with children must keep this in mind and ensure that they demonstrating behaviour that is expected from them. Absolute clarity must be ensured on the standard of behaviour that is expected from students in the classroom and in school and adults working with children and young people must be strongly aware of what the school rules are and what is expected from the children in order for this to be effectively conveyed to the students. This is also crucial in ensuring that the behaviour strategies of school staff are consistent throughout school and

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Modelling inappropriate classroom behaviour impacts on the children’s ability to create sense of meaningful

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It is incredibly hard for students to learn while in a negative environment, especially when the leaders – teachers – are the ones creating that negative forcefield. Public-schools are also famous for the amount of drama that is produced on a daily basis. Children are strongly influenced by those that they are around, and a child who attends public-school is around the same people all day long, five days a week. Indefinitely, their attitudes and mindsets will be shaped by their peers and teachers. This could have a positive effect on the students, but so often those attitudes that children

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They can work with educators and others to develop policies about bullying and implement evidence-based efforts to reduce bullying and improve school climate and safety (American Counseling Association [ACA], 2008; Jacobsen & Bauman, 2007). These rules and policies should provide students, families, and staff clear guidance about appropriate student behavior. Harsh, inflexible discipline strategies, such as zero tolerance policies, should be avoided. Such policies have been found to harm student-adult relationships, dampen school climate, and contribute to poor student achievement (APA Zero Tolerance Task Force, 2008). Instead, graduated sanctions should be used for rule violations, which are appropriate for the developmental level of the child and the nature and severity of the bullying.

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Managing students` behaviour is essential for the students` learning (Menzies, Lane, Oakes & Ennis, 2016). Many schools and teachers manage students` misbehaviours by removing students with unwanted behaviour from the classroom, or even the school. OTR aims to use other means than punishment, consequences and reprimands. Research has shown that such means does not teach the students to behave appropriately, as they are left out of situations to learn new behaviours (Menzies et al., 2016). Therefore there is a need for other classroom management styles, such as OTR.

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I have learnt how to effective deescalate heightened situations, how to positively support and manage challenging behaviour, and how to instil and maintain boundaries. Furthermore previous management experience has offered a valuable insight into motivating, coaching and developing people. Moreover I have dealt with conflict and disciplinary issues through utilising my excellent communication skills and the effective management of relationships. Moving forward these skills should be transferrable with reference to building collaborative working relationships with pupils and colleagues, and additionally in terms of managing behaviour within the

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898 Words | 4 Pages

Challenging behaviour is a problem that teachers face regularly in their settings. According to Fox, Dunlap, Hemmeter, Joseph and Strain (2003), the best way to solve problem behaviours is by encouraging social and emotional development. Hemmeter, Ostrosky, and Corso (2012) suggest that these skills are important because children who can express their emotions appropriately can also find effective ways to solve problems they encounter socially and are less likely to display challenging behaviours. These skills as essential for school, as they support friendship, emotional literacy, assist with problem-solving, collaboration and anger management. It also helps to recognise others emotions, supports self-regulation.

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The attitude of the educator can create an environment that supports either positive or negative behaviour. A lack of trust in children to make positive choices makes educators seem over-controlling and leads to individual children do not have their needs met (Fields, Merritt, Fields, 2014). To support positive behaviour in an early childhood setting I would have a clear set of rules and expectations for all children, as children need to know what is expected of them in order to display appropriate behaviour (KidsMatter, 2013). These rules I would create at the start of the year, along with the help of the children. Including children in the creation of the rules in their setting helps them understand the importance of having rules and encourages them to follow them (KidsMatter,

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Manage behaviour effectively to ensure a good and safe learning environment” – (Department for Education, 2012). When a behaviour policy works alongside an effective learning environment, the 7th standard of the QTS Teaching Standards will have been achieved. When achieving this the teacher is closer to accomplishing the rest of the Teaching Standards. In order for children to have an education which enables them to fulfil their potential as well as learning in a positive environment a well written behaviour policy must be set in place. Ensuring supporting a child’s behaviour within the classroom and around school will enable teachers to teach without any

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Too many times the prerequisite of working to improve practice for the school was in contradiction to working for the achievement of the individual child. As a result of this clarity for me I believe my dilemma was turning into my first professional ‘knot’ as I have identified in figure 4 (page 31). I was caught in a knot between my values and the responsibilities I had in my tasks as an assistant head teacher in both writing the timetable and developing learning and achievements of the individual child. Nias (1989) draws our attention to the tensions and contradictions of a teacher’s role caused by the conflict between the values, which inform the teaching of children, and the institutional requirements to teach a group to externally established

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Behavioural learning theorists place strong emphasis on the effect changes in the environment has on behaviour, they believe that all students can arrive at the same learning when the environment is perfectly presented (Ertmer & Newby, 2013).. Behaviourists believe that the environment is one of the most important factors claiming it has a significant impact on the individual’s behaviour. Cognitive and Behaviourists are similar in the way they both design learning goals with a clear objective in mind. However behaviourists believe in a teacher centred classroom and cognitive believes in the impact the environment can have on learning opting for a more student focused style of teaching (Yilmaz, 2011). The sociocultural learning theory is unique in this perspective as it opposes teacher instruction that interjects and leads learning towards a predetermined outcome. Instead sociocultural believe learning occurs when the learner is actively and socially involved in their environment and therefore the environment needs to be student centred and foster learning with the goal of deep meaning making (Richardson, 2003).

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Lev Vygotsky was a Russian psychologist of the early Twentieth century. He was an intellectual contemporary of Piaget, however a meeting

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Social and emotional issues are at the heart of the problem behaviours that plague many schools, communities, families all of which reduce learning time, educator’s energy, children’s hope and opportunities. Recent years have witnessed a growing portion of school-aged children experiencing a myriad of social, emotional, and behavioural problems that interfere with their interpersonal relationships, school success, and their potential to become competent adults and productive citizens (Greenberg et al. 2001). School is particularly important as a social and learning

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Also, they both had some interest in philosophy. Their views help enhance the similarities and differences providing in their theories. The first theorist introduced is Piaget and his theory was based on “the understanding of how children and adolescents think and learn” (198). The second theorist introduced is Vygotsky and his theory was influenced by Karl Marx’s proposal “that historical changes in society have significant impact on how people think and behave” (215).

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School and teachers can influence the extent and quality of learning for all students. Teacher’s beliefs, practices and attitudes are important for understanding and improving educational processes. They are closely linked to teachers’ strategies for coping with challenges in their daily professional life. Educators have control over numerous factors that influence motivation, achievement and behaviour of students. They are turning around their approach into a focus on creating positive school climate and responsive classroom as part of holistic quality education based on child rights where there is effective teaching and classroom management, thus enhancing students’ learning experiences.

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