The Role Of The Teacher 's Managing Behavior With Reference Too, Teacher Pupil Relationships And The Way They

A consistent approach to behaviour helps pupils learn right from wrong and to appreciate that rules exist for the good of everyone.

Findings from a recent Ofsted report have shown that low-level disruption in the classroom is causing pupils to potentially lose up to one hour of learning each day, and that this may have a detrimental impact on their life chances (Ofsted, 2014). Difficulties managing behavior is a commonly reported source of stress and burnout among teachers, and is resulting in a substantial number leaving the profession within 5 years (Ford et al, 2012). Disruptive behaviour is not only stressful for teachers, but it can be unsettling for pupils, can hinder pupils enjoyment of school and can prevent pupils from fulfilling their potential (Gorard, 2010). Although there has never been a time when all pupils behaved well, all of the time (Viser, 2005), it is important that teachers have a good understanding of the challenges they may face in the classroom, and are equipped with effective strategies to help them manage classroom behaviour. After all, effective behaviour management and discipline in schools is a crucial to ensuring academic success and a positive and safe learning environment (Luisellia et al, 2005).

The behaviour policy outlines the school's aims of how to create “a positive community atmosphere in which children can learn effectively by promoting good standards of behaviour”. The school aims to recognise and respond to good behaviour in children, promoting a positive classroom environment where the focus is on praise of children's good behaviour and work. It outlines rewards and sanctions, and sets out a code of conduct that all children, staff, parents and governors should be aware of.

B.F. Skinners theory of operant conditioning is probably the most commonly used theory in practice in early years settings. Skinner suggested that people draw conclusions based on the consequences of their behaviour when exploring the environment. He divided the consequences into three areas. The first area being positive reinforcers where people are likely to get something they desire if they repeat a certain behaviour. He suggested that this was the most effective way to encourage new learning. This can be seen in early years settings where by children are rewarded for good behaviour this lots of praise, attention, stickers or treats. This will help children to carry on showing good behaviour until such a time when it is learned. Second is negative reinforcers which are used to stop something from happening but the behaviour is also likely to repeated. Just like when a child is going down a slide but doesn’t like going fast so they use their hands on the sides to slow themselves down. The third is punishers, which is a behaviour that you learn to stop doing e.g. if you receive a shock from an electric fence then you learn to stay away from it.

We display the school’s rules, rewards and consequence systems and explain them in the school prospectus. There is a Home/School agreement which is signed by pupils, parents and teachers. We expect parents to read these and support them. If the school has to use reasonable consequences as the result of unacceptable behaviour, parents should support the actions of the school. If parents have any concern about the way that their child has been treated, they should initially contact the class teacher. The Deputy and Assistant Head may then be involved, then the Headteacher and, if the concern remains, they should contact the school governors.

This encourages the child to continue the positive behaviour and they will be rewarded with positive attention and something for example as a toy or treat.

The behaviour policies of the setting support pupils to understand expectations and limits by providing clear rules & sanctions through their policies and systems. The school use positive behaviour management strategies to maintain high standards of behaviour .Each class is to use school Golden Rules. They are be phrased positively whenever possible and displayed throughout the . These rules are based on the Golden Rules (by Jenny Moseley) which are used to promote positive behaviour during the school day . The school has an agreed reward system for following the Golden Rules. They address and sanction unacceptable behaviour consistently, which either affects the safety, wellbeing or learning of themselves and other people at school. This varies from low level disruptive classroom behaviour to behaviour that endangers or intimidates other people . Low level negative behaviours are under the umbrella of the class behaviour tree. Behaviour that puts stakeholders at risk of harm (emotional, physical and educational) will be subject to a Red Card. At other times of the day for example, assembly, playtimes and lunchtimes, other systems are used. High standards of expected behaviour and nurtured pupils have responsibility for their own behaviour, home school learning agreement encourages this with pupils and parent also working in collaboration. Pupils understand expected behaviou, limits and boundaries and learn the consquences of their actions, behaviour and

Many teachers are faced with the difficult task of managing their student’s behavior. Even if we

Behaviour for learning refers to the pressure on schools to constantly attempt to raise attainments (Department for Children, Schools and Families 2009). This has come about because of schools trying to raise standards for their students that can be identified in the teaching standards which promotes the raising of standard for students. Adams (2009) says 97 percent of new qualified teachers believe managing student behaviour is one of the most important issues for them in the teaching field. Behaviour cannot be separated from learning as they are intrinsically linked together (Ellis and Tod, 2009). Behaviour for learning therefore becomes one of the most important issue for newly qualified teachers and trainee teachers. This reflective writing will look at how the trainee teacher will building relationships in the classrooms as a means of promoting behaviour for learning.

Reinforcement is an essential part in identifying and encouraging a certain behavior. In the most classic definition, positive reinforcement is a method of identifying to children which behaviors are acceptable and appropriate and which are not (Sigler, E. & Aamidor, S, 2005). Reinforcement is often given as praise for doing a certain task. As educators, saying “great job” or a simple word like “fantastic” are expressed towards students as praise. However, when a student is struggling and praise is given such as “you are doing so well”, the negative aspects of praise present themselves. The child is aware of the empty praise therefore it may work against the teacher if it is taken as a false

The Role of the Teacher • To promote positive behaviour habits early in the school year as this will enable pupils to establish good behaviour from the outset. • Have effective classroom rules. • Display early intervention

Skinner believed that behaviour is shaped and maintained by a reinforcing stimulus and that schedules of reinforcement are important factors in the learning process. There are many situations in the classroom where a behaviourist approach is likely to work well. For example, when I teach, I have started to pick out students who are making the right choices throughout the lesson. I call attention to the student who is doing the right thing and use verbal praise, which is quite an effective way to let other students realise what the expected learning behaviour is. The Year 6 students in the class are aware of the school’s reward system; ten credits lead to one merit, which is recorded in their merit book. They are also aware that bad behaviour in the class or on the playground will be followed by negative consequences. To warn against unwanted behaviour, I have seen teachers use negative reinforcers such as verbal warnings, timeouts and losing privileges.

The debate of whether punishment is a sustained form of modifying behavior has been around for decades. Whether or not negative reinforcement works better than positive reinforcement can be discussed and further supported by current research (Gershoff, 2010). Punishment has gotten very negative publicity for the potential harmful effects that this form of learning has had on children. Most behavioral studies based on the idea of praising or knocking down punishment strategies have been done in children and a resounding agreement exists that punishment is actually more detrimental than good (Gershoff, 2010). Allowing individuals to undergo punishment as a result of their inadvisable behavior creates negative feelings, unproductive, and disengagement (Donnelly & Murray 2005).

It is a fact that classroom management and discipline has always been a challenge to pre-service teachers as they do not know and have not acquired the necessary skills to deal with unruly learners effectively. Often so, teachers in service use strategies that are incorrect or rather unacceptable; whether this is done intentionally or under certain desperation to gain control and respect of the learners. It is prevalent across the globe. Although the South African system has used corporal punishment for many years to maintain discipline and management in the classroom; there have always been other alternative ways which are effective and better as opposed to the harsh way of discipline. The Constitution of South Africa specifically banned the use of this harsh treatment because of the awareness that children are vulnerable and defenceless; therefore they are the ones who are at risk of being victims of crime, beatings and psychological trauma that are an ultimate result of being bullied by adults. My claim is that strategies used to maintain classrooms in public schools are not acceptable if they cause a negative effect to the development of our children. And I will argue that there are other alternatives that could be used to make sure that the classes run smooth and without causing any intimidation to either the learners or teachers in this industry, as the South African Journal of Education mentions that

‘The poor behaviour of some children affects not only their learning but also the learning of others.’ (Adams 2009, page 4) This suggests that poorly managed behaviour in the classroom can have a detrimental effect on learning overall, as well as individually. This assignment will analyse how behaviour and learning are inextricably linked. This assignment will also emphasise how primary classroom teachers develop behaviour management strategies in order to promote an effective and positive learning environment.