Behaviour_Managemnet

As mentioned in the introduction, one of the main values that I adhere to is that of respect. I believe that in order to create a successful learning environment, teachers should respect the children, pupils should respect the teacher’s right to teach and everyone should respect the environment in which they are taught. The EPPI –centre report (2004) pointed out that too often teachers view behaviour management as meaning gaining control over disruptive pupils, the difficulty here is that you cannot (easily) control children’s behaviour, only manage your own and the environment around you. However Adams (2009) claims that the word “management”also relates to the provision of a strong ethos of mutual respect which supports learning. Through this mutual respect we can invite co-operation. According to Rogers (2006) our working beliefs about behaviour -what students should and shouldn’t do –also contribute significantly to how effectively we manage situations. Rogers also claims that teachers who expect children to always do as they are told, without question or argument, and who demand respect per se are setting themselves up for failure. Bennett (2008) uses the analogy that a police officer doesn’t expect the public to all be docile compliant citizens, and neither should we as teachers. Rogers (2006) advises a more realistic approach that acknowledges the frustration felt when pupils misbehave, but accepts that it is inevitable and recommends we have a variety of strategies available for when it does happen. “Whether we like it or not, we have to earn respect by the effectiveness of our teaching” Rogers (2006). In contrast Bennett (2008) compares children to small animals learning to be grown- ups, who need to know “who’s the boss”. He continues by claiming that children respect strength, and will be primarily motivated (at first) by the fear of chastisement (rewards come later with the development of relationships). Tests with animals (for example the work of Skinner, Pavlov etc) seem to imply that we fear the rod more than we crave a pat on the head. However on the Skinner foundation website, Skinner himself is quoted stating: “The experimental analysis of operant behaviour has led to a technology often called behaviour modification...historically, people have been controlled primarily through negative reinforcement, that is, they have been punished ...positive reinforcement has been used less often, partly because it’s effect is slightly deferred, but it can be as effective as negative reinforcement and has many fewer unwanted by products. For example, students who are punished when they do not study, may study, but they may also stay away from school (truancy), vandalise school property, attack teachers, or stubbornly do nothing. Redesigning school systems so that what students do is more positively reinforced can make a great difference.” A more positive approach than we usually associate with behaviourist theories! I believe that children are more likely to respect their teachers if they feel that the teacher respects them as an individual and value their opinion. Many modern theories seem to favour the cognitive approach of seeing the classroom from the child’s point of view. The introduction of circle time which I have witnessed in school (and believe is quite widespread) gives children the opportunity to express themselves in a “safe” environment. From what I have seen in a reception class, the children really enjoy these activities and the inclusive nature ensures they all get the opportunity to share their feelings. Various studies support the claim that circle time increases self –esteem in children (Bliss,Robinson and Maines 1995,Collins 2001) Lang and Moseley (1993) recognise circle time as a technique to promote self esteem which, they say, should be adopted as a whole school policy that makes a positive contribution towards behaviour and the general school ethos. Similarly “show and tell” sessions allow children the opportunity to share something that is of value to them. Both of these are strategies that I could see myself using in the classroom. The issue of respect also encompasses respect for the environment in which we teach and I believe children should be encouraged to share ownership of their classroom (and school as a whole). In a school where I was working this was very evident where every child was responsible for their own area of the cloakroom and classroom. In addition many children were given specific “jobs” such as litter and fruit monitors ,this created an ethos of caring within the school and peer pressure ensured that even children who were not so keen to comply with (e.g) picking up their rubbish, were persuaded to do so.