Therefore, we already present two possibly considerably hurdles that fortunately the majority of children manage to overcome smoothly. This is somewhat due to the management of their learning environment and the creation of a warm, positive and encouraging ethos. However, as we know not all children react in the same way to situations and It is clear that when teaching a class of children of any age how disruptive behaviour can negatively impact all involved, leading to the need of a program of positive behaviour strategies that is followed consistently throughout a school.
Three strategies that might be used to help support positive behaviour are: Modelling, because children learn part of their behaviour from those around them. (the basis of Social Learning theory). The theory claims that people working with children must be good role models: be polite, show consideration for others and wait patiently). Another suggestion of this theory is that the television and computer programmes viewed by children must be evaluated by adults. Positive culture: Adults’ expectations and attitudes towards children influence their behaviour, because when an adult believes that a child is difficult, that child is more likely to display that behaviour.
With each policy you will also have a procedure; this should explain how you will fulfil the policy within the working environment of the school. The procedure
While all children and young people must understand and follow the rules, it is important that adults at school consider that all children are different and that some could need additional support in following these rules. Children with certain behaviour challenges could need more regular reminders of what is expected from them and may also benefit from extra incentives for good behaviour, such as reward charts. If extra rewards systems are put into place in a classroom to encourage positive behaviour then it must be ensured that this is maintained and that the child or young person understands that good choices equal rewards and positive attention. Students are more likely make good choices with an understanding that there is always a consequence for negative behaviour and so it is crucial that the behaviour management is well managed and consistent. Students could take the opportunity to push boundaries if they believe they may not receive a consequence for a bad choice and this could have a poor effect on their development and learning.
This assignment will explore three aspects of the role of the teaching in managing behaviour in the primary classroom: teacher and child relationships; creating rules; and reinforcement. It is recognised that managing children’s behaviour not only obstructs learning outcomes for the children, but also have a profound effect on the teacher’s well-being and efficiency (Barker et al, 2009, cited in Learning to Teach in a Primary School, Hudson, 2013). To be able to be effective in teaching includes core values such as respecting all children and treating everyone equally (Rogers and Rogers, 2006). Behaviour management creates a school environment in which positive behaviour is encouraged whilst poor behaviour is reduced. For this to be effective,
All schools need to have policies and procedures as they provide rules for staff and pupils to follow. They provide a common understanding and agreement for all involved. They help to ensure the school environment is a secure and safe place. There are many policies and procedures in place for staff to keep the school a safe and stimulating environment. There are policies and procedures to ensure the safety of all in a school such as the health and safety policy, safeguarding policy, data protection policy etc They also help establish standards and expectations for an effective school.
Explain how own practice in creating and maintaining a safe, inclusive teaching and learning environment has taken account of theories of behaviour management. Encounter with different behavioural concerns and imbalance circumstances in an educational institution are a part of the daily custom. Sometimes was crucial to manage and resolve. It has proven hard for the teacher to handle and manage the class. Students possess different personality trait, attitude and behavioural pattern that causing difficult for both the teacher and the learner to manage and encourage an inclusive learning.
In order to demonstrate expected behaviour, values and attitudes in children and young people schools have developed a behaviour policy. The policy has to have clear manageable expectations, be fair, easy to understand and realistic. Each school writes its own behaviour policy, it is normally developed by the head teacher in consultation with other senior people within the school. A behaviour policy, in effect outlines school rules and expectations that the pupils must adhere to.
This assignment will address the role of the teacher in managing behaviour in the classroom. The essay will explore how teachers can differentiate and vary their teaching strategies to suit individuals’ needs and create a safe learning environment for all children. It will also explore the different approaches to behaviour management, for example pro-active and re-active and preventative strategies put in place in preparation for bad behaviour. Research in the 1989 Elton Report and more recently completed by Ofsted in 2005 suggest that low level disruptive behaviours are the most commonly reported type of misbehaviour . Examples of this include talking while the teacher is talking, leaving ones seat or calling out (Rogers 1998) .
Preventative strategies should have a focus on involving students in developing the classroom rules, inclusive practices, explicitly teaching prosocial skills, relationship building, creating a positive learning environment, and delivering appropriate and engaging lessons (Bear, 2015). Involving students in developing the classroom rules encourages students to take ownership of the rules (Marzano, Gaddy, Foseid, Foseid, & Marzano, 2005). When students are involved in developing the rules and consequences they are more likely perceive the rules and consequences as being fair (Bear, 2015). Consequently, students who perceive the rules and the consequences for breaking the rules to be fair are more likely to follow the rules and exhibit less inappropriate behaviour (Bear, 2015). Another important preventative strategy is relationship building.
Different strategies are used to help children and young people to promote positive behaviour in school whether it is in the yard or the classroom. Many children who do misbehave do this for a number of reasons including boredom, unable to do the work and to show off in front of their friends especially when the other children respond to the bad behaviour. It is up to the member of staff who is conducting the lesson to create a lesson plan that will keep the pupils engaged whatever their ability. If a child finds the activity either over- challenging or not challenging enough then this is when they may start disrupting the class.
Whilst reflecting on my first teaching placement, I thought about the problems I had come across, how these had affected me as a practitioner and how I adapted my teaching in reflection of these. Throughout my placement, I felt it was necessary to implement behaviour strategies for the class as a whole, to ensure they were aware of my behaviour expectations throughout all lessons. MacLure and Jones (2009) found that teachers usually want to develop cohesive classes where everyone knows and responds to the formal and informal rules. Through reflection, I now realise I very much had this view to begin with. However, a uniform behavioural management strategy does not have the same impact on all children.
Throughout this essay I will be explaining how a behaviour policy supports teachers and how it can also create an effective learning environment. I will also be highlighting any issues which could potentially arise from the use of a behaviour policy. A behaviour policy is guidance for members of staff within a school on how to deal with different behaviours, and sets out the expectations of behaviour for all children at the school. If a behaviour policy is written well it will support the formation of an effective learning environment. An effective learning environment for young children is an environment in which all children feel able to express themselves freely, allowing them to learn effectively.
The only way the behaviourist approach can successfully work is if the individual, or group of individuals, know they will be rewarded or punished. It’s how they place value on what the outcome of their actions will be and how much effort is put forth. While rewarding students who correctly answer the questions and achieve certain scores on tests can be beneficial in the short term, there are several other aspects that should be used to ensure that the students are capturing the information and are able to use it in the long term. When teaching students multiplication, the teacher must make the information meaningful to the students by tying it to how it would be utilised outside of the school. This will assist them in implementing multiplication
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.
