Header picture from: http://www.toadhall-nursery.co.uk/nurseries/horley/about/nursery/learning-environment/
Behaviour Management
Behaviour Management as mentioned by Professor Ted Wagg in the Teacher's TV video is one aspect of creating a safe learning environment for the pupils. It enables the teacher to execute strategies that will help them maintain control of the class, therefore when a teacher first meets their class it is important that they set boundaries and rules so the pupils know their limits.
In order for any behaviour management strategy to be effective, teachers will need to build positive relationships with their pupils so there is a level of respect from both parties. As mentioned in the video Professor Ted Wagg states pupils prefer teachers who "treat them as individuals", therefore the pupils feel respected by their teacher. It is also important that teachers are consistent with their strategy so the pupils know the behaviour that is expected from them. This would link to the teaching standard Q1 'set high expectations which inspire, motivate and challenge pupils' which also underpins 'demonstrate consistently the positive attitudes, values and behaviour which are expected from children' . Also Q7 'manage behaviour effectively to ensure a good and safe learning environment'. it also states that teacher should have 'high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly'. |
To read more on the new teaching standards please visit:
http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eOrderingDownload/teachers%20standards.pdf For more tips on how behaviour management strategies please visit: http://www.guardian.co.uk/society/joepublic/2010/feb/09/pupil-behaviour-management-tips |
Classroom Routines and Rules
Routines
Routines help pupils to become familiar and safe within their environment, it can also help the transition throughout the school day. Thornhill (2007) echoes this by stating "these transitions need to be managed effectively and include aspect such as entering and leaving the classroom, contributions to discussions, moving within lessons" (2007: 120). In my second year placement I was placed within a Year 2 class, the pupils had established their classroom routine as every morning they would know what was expected, for example putting their belongings away, sitting at their tables, reading their book, filling in a grammar or phonics sheet. Once all the pupils had finished their morning jobs, the teacher or I would begin the lesson.
For more information on these books please visit:
Managing classroom interaction by Cathy Thornhill. Chapter in Achieving QTS Professional studies: Primary and early years by Kate Jacques and Rob Hyland -
http://books.google.co.uk/books/about/Professional_studies.html?id=-HsmAQAAIAAJ&redir_esc=y
Rules
Having a positive working relationship with pupils will depend on the teacher initiatives to establish and create rules about their classroom. These rules will develop in the classroom such as noise levels, standards of work and the first few weeks of contact with a class, the so-called ‘initial encounters’, is significantly important (Pollard 2002: 118).
Both the teacher and pupils should feel comfortable about raising any issues that may affect their learning in the classroom. Moyles (2007) argues that “constant nagging or shouting will usually make this situation worse, whereas discussion about alleviating the situation can result in a quiet working atmosphere being maintained by the children” (2007: 176). Any rules established in a classroom should be established quickly with firmness and consistency, if however any changes to the rules are required, these should be “communicated, renegotiated, written up and read out loud for all to see, hear, agree and put into effect as efficiently as possible” (Moyles 2007: 176).
For more information on these books please visit;
Beginning Teaching Beginning Learning by Janet Moyles - http://books.google.co.uk/books/about/Beginning_Teaching_Beginning_Learning.html?id=YiYZAAAACAAJ&redir_esc=y
Reflective Teaching: Effective and eveidence-informed professional practice by Andrew Pollard -
http://www.abebooks.co.uk/servlet/BookDetailsPL?bi=4661464162&searchurl=an%3Dandrew%2Bpollard%26bsi%3D0%26ds%3D30%26sortby%3D3%26tn%3Dreflective%2Bteaching
Routines help pupils to become familiar and safe within their environment, it can also help the transition throughout the school day. Thornhill (2007) echoes this by stating "these transitions need to be managed effectively and include aspect such as entering and leaving the classroom, contributions to discussions, moving within lessons" (2007: 120). In my second year placement I was placed within a Year 2 class, the pupils had established their classroom routine as every morning they would know what was expected, for example putting their belongings away, sitting at their tables, reading their book, filling in a grammar or phonics sheet. Once all the pupils had finished their morning jobs, the teacher or I would begin the lesson.
For more information on these books please visit:
Managing classroom interaction by Cathy Thornhill. Chapter in Achieving QTS Professional studies: Primary and early years by Kate Jacques and Rob Hyland -
http://books.google.co.uk/books/about/Professional_studies.html?id=-HsmAQAAIAAJ&redir_esc=y
Rules
Having a positive working relationship with pupils will depend on the teacher initiatives to establish and create rules about their classroom. These rules will develop in the classroom such as noise levels, standards of work and the first few weeks of contact with a class, the so-called ‘initial encounters’, is significantly important (Pollard 2002: 118).
Both the teacher and pupils should feel comfortable about raising any issues that may affect their learning in the classroom. Moyles (2007) argues that “constant nagging or shouting will usually make this situation worse, whereas discussion about alleviating the situation can result in a quiet working atmosphere being maintained by the children” (2007: 176). Any rules established in a classroom should be established quickly with firmness and consistency, if however any changes to the rules are required, these should be “communicated, renegotiated, written up and read out loud for all to see, hear, agree and put into effect as efficiently as possible” (Moyles 2007: 176).
For more information on these books please visit;
Beginning Teaching Beginning Learning by Janet Moyles - http://books.google.co.uk/books/about/Beginning_Teaching_Beginning_Learning.html?id=YiYZAAAACAAJ&redir_esc=y
Reflective Teaching: Effective and eveidence-informed professional practice by Andrew Pollard -
http://www.abebooks.co.uk/servlet/BookDetailsPL?bi=4661464162&searchurl=an%3Dandrew%2Bpollard%26bsi%3D0%26ds%3D30%26sortby%3D3%26tn%3Dreflective%2Bteaching
Rewards and Sanctions
To help manage behaviour, many schools adopt various different systems of rewards and sanctions. There is some debate over rewarding good behaviour as some see 'good behaviour as being a norm' (Jacques 2007: 127). Sanctions needs to be executed effectively or it can be unproductive causing 'hostility and resentment' (Jacques 2007: 127).
Some sanctions that could occur that are mentioned in (Jacques 2007: 128) include:
|
Hunt (1999) argues that “extrinsic rewards take the child’s attention away from intrinsic ones”. This stops the pupil from understanding the real reasons for doing something and causes them to never value the intrinsic rewards that the task will provide them with. “For example, a child who reads a book in order to receive a sticker from the librarian, may miss the point that reading is enjoyable all on its own. In this sense, the child is being given less than a true picture of the world” (Hunt 1999).
References: Managing challenging behaviour by Kate Jacques. Chapter in Achieving QTS Professional studies: Primary and early years by Kate Jacques and Rob Hyland - http://books.google.co.uk/books/about/Professional_studies.html?id=-HsmAQAAIAAJ&redir_esc=y The trouble with rewards by Jan Hunt- http://www.naturalchild.org/jan_hunt/rewards.html |