Dttls Assignment 1

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,

According to Cockburn and Handscomb (2011), being able to form good relationships may lead children to feel valued and are more likely to respond well to learning. For example, the teacher knowing the children’s interests may provide them with information that can be used to engage and motivate the children within their learning. The time and effort that goes into forming these relationships will greatly impact on the children as this helps to gain the children’s respect and trust (Cockburn and Handscomb, 2011). Kyriacou (1997) also supports the idea that to make a sound relationship between the teacher and children is having mutual respect and rapport. This involves them identifying each other as individuals, holding each other in respect and treating each other in a manner consistent with such esteem. There should be mutual understanding about what is acceptable behaviour and what is not. Glasser (1998) emphasises the importance of positive teacher-child relationships in effective child learning. Teachers need to work with students rather than against them. However, the children accepting the teacher’s authority are of vital importance. If the children do not accept the teacher’s authority, effective teaching is likely to be challenged (Kyriacou,

In order to do this the teacher must build and develop relationships (Rogers and Rogers, 2006). For the teacher to gain the professional authority, the children will want to know that the teacher believes in the children and will help them to reach their highest potential, intellectually, socially and emotionally. Rogers and Rogers (2006) supports this as they suggest that once the children know that the teachers care about them as individuals, they will judge the teacher’s discipline within the accepting that the teacher cares about them. Glasser (1998) reports that emotionally warm relations between teachers and students, characterised by open communication, support and involvement makes students feel secure and self confident at school. This can be crucial as the if there is no feelings or emotions from the teacher to the child, the child will want to misbehave and act disruptive as they are not receiving any attention from the teacher. Further research is by Deiro (1996), who report that students who perceive their teachers as caring and supportive demonstrate greater levels of engagement in academic achieving and learning. Conversely, there is a fine line between showing genuine care and respect for the children and being their ‘friend’. Freely mentioning their own interests and activities to one another may lead to the