Introduction.
Behaviour management is defined as; an “approach that creates a positive environment for learning, using strategies that encourage positive behaviour in school” (Department of Education 2009 Pg6). In this report, I will be analysing and evaluating three key themes found whilst observing a video clip of a KS1 teacher and her class. The observation was carried out using the qualitative framework in appendix 1. Observation as a research tool is defined as “a flexible approach that can use elements of quantitive or qualitative information” (Menter et al. 2011). From developing and using the framework I found the following statement from the National Curriculum (2013 Pg6) to be insightful. “the national curriculum is just one element in the education of every child…teachers develop exciting and stimulating lessons as part of the national curriculum” This shows how teachers are able to still be creative in their lessons, allowing them to establish their own teaching identity. This is supported by the Teachers Standards; to “contribute to the design and provision of an engaging curriculum.” (S4 Part 1) This is in conjunction with the ‘NC’ as it implies how teachers and teaching staff, still have the ability to develop their schools and classes to promote a love of learning within children (Standards 1,2,4 and 8.)
Main Text.
Rules & Routines.
Establishing a consistent routine and a set of just rules are key to the behaviour management in a classroom. Adhering to the Teachers Standard’s should ensure this as it states in Standard 7, Teachers must “have clear rules and routines … in accordance with the schools behaviour policy”. This is supported by Carter (Pg10 2015) who states “Behaviour management should be prioritised, through developing classroom routines.” This is further supported by Glazzard (Pg235 2016) “Children benefit from clear rules and routines”. In the observation material we saw the teacher sit with her class to begin making their own rules together. This helps to embed the rules and give them more value as the children will be less likely to break the rules of their peers. This is also proposed by Glazzard (2016 pg235) “The benefits of involving children in the formulation of class rules are immediately obvious, if they chose to ‘break’ the rules they are essentially breaking their own contract.” however to contrast, Bennett. T. (2010 pg 99) states “I don’t invite their (students) opinion on the matter, mostly because I don’t care what they think of my rules.” whilst this is based on opinion rather than fact, it shows a contrast to the previous statements and highlights the differentiation between pupils. Yet according to the theory of Skinner (1938) based on Thorndike’s law of effect. (1898) where they showed reinforcement ensures that wanted behaviour is more likely to be repeated and the negative less likely. Therefore providing more support for, over argument against reinforcement and inclusion of rule making in the classroom. This can also be supported by Rayment. T (2006): “praise should be given when it is due also good behaviour should be rewarded appropriately.” An example of how reinforcement and appropriate rewards are shown in annotated figure 1. Additionally, the teacher uses the involvement of the parents to establish a clear routine, to help the children progress alongside their parents. This is shown to be an important aspect of child development “parents had been closely engaged, which meant they fully supported their children and took a positive approach to schooling” (Lindon, J. Brodie, K. 2005). Signifying with the parents present in the classroom children are shown to preform better. “children perform better on standardized tests, earn higher grades and enjoy school more”. University of Kansas, School of Education. (2018) ergo suggesting that implementing a routine of parental involvement is beneficial to the students.
Relationships
Creating positive and professional relations in the classroom is essential for behaviour management. “Children remember good teachers not by their subject knowledge but by the quality of the relationship they established with them” Glazzard, J (Pg 326, 2016). Following the ‘Ten R’s’ Model outlined by Morgan. N. S. (appendix 2). We find relationships at the tip of the model, therefore implying it holds great importance when establishing behaviour management in the classroom. “It is essential to start with a new class in the right way by building positive and respectful relationships from the outset.” (Morgan. N .S. 2008 pg 12-16) This is clearly indicated in the video clip where the teacher is using a grouping technique (little Tigers) to establish a positive relationship in the classroom. (figure 2). When establishing a positive relationship in the classroom, teachers must display an interest in the pupil, insinuating that these relationships must be based on mutual respect. This is highlighted in part two of the the teaching standards “Building Relationships rooted in mutual respect, observing proper boundaries”, suggesting a clear level of compassion and understanding is essential. Newell. S. & Jeffery. D. (2002 Pg 12-14). By developing this relationship and maintaining it through use of praise and consequence (Skinner et al 1953), teachers create control over behaviour, therefore leading to a better platform for learning. However, there are many different theories regarding relationships in the classroom. Humanism theorists such as Maslow (1943) and Rogers. C. (1946) believe that each student is unique and therefore requires an individual outlook on their education. Another suggested method described by Heather. A, Summers. J. & Miller. L. states “Teachers who endorse a predominantly humanistic management orientation often approach with a relationship listening orientation.” This suggests that discipline may be an issue with the pupil’s ability to balance their own needs with the needs of the classroom/curriculum, leading to problems with behaviour management. This signifies that the child has a very conscious comprehension of their cognitive capabilities. This can be supported to an extent by the theories of Bandura. A. (1997): “People are not only perceivers, knowers, and actors. They are also self-reactors with a capacity for self-direction.” Bandura. A. supports the ideas of a conscious mediating factor when considering the human behaviour. In the stimulus, the teacher models different behavioural expressions within her teaching, showing how a combination of theoretical approaches are considered when dealing with relationship building and behaviour management.
Teaching Identity/Presence
Showing a clear sense of teacher identity is key; Glazzard (2016 Pg 237) states “Developing teacher-presence is a good starting point for managing behaviour … children will respond to you as a teacher if they perceive you as a teacher.” This is imperative to follow as it is outlined as part of the Teaching Standards; “A teacher is expected to demonstrate consistently high standards of personal and professional conduct.” It is important for any developing teacher to become aware of their professional teacher presence, “Identities are a major influence on how we see ourselves and how we might understand others…it is helpful to consider multiple identities…recognition of the interwoven nature of different strands of our identity.” Boyd. P, Hymer. B. & Lockney. K. (2015 Pg 38) This suggests that establishing a teacher identity includes different aspects. (appendix 3). The teacher in the video clearly demonstrates a strong, well rounded teaching identity, she is praised by the researcher for showing confidence and control in the classroom (figure 3). Creating a teacher identity is especially present due to the research found by Bandura. A.(1977). He found that children pay attention to models in their surroundings, usually family members, teacher and friends; they also then encode the behaviours modelled and may imitate this behaviour. This is essential in the classroom as the behaviours modelled by the teacher -such as manners and understanding – may be duplicated by the pupils. This is supported by Bandura’s “Bo-bo Doll” experiment (1961). The idea is also supported by Lindon. J. & Brodie. K. (2016 pg 30): “Children learn new behaviours mainly through the process of modelling.” This suggests that developing a solid teaching presence/identity can be extremely beneficial to behaviour management.
Conclusion.
In this academic research report, three key areas have been described, analysed, critiqued and discussed regarding behaviour management, with aspects presented by the video stimulus. In summary, all of the aspects covered have shown positive attributes with managing classroom behaviour. Whilst there has been contradictory evidence and theory following each area, the positive impacts are shown to benefit the overall behaviour in the classroom. From the video I have found many key features which I will take into my teaching career and develop my teacher identity. Whilst I understand that there are many other factors which contribute to classroom management, I have found through extensive research that establishing a clear set of routines and rules are imperative when dealing with behaviour -especially when starting with a new class. Overall I believe that with the areas identified I have created a clear and concise report on the behaviour management strategies used in the video and how these are effective, therefore producing a coherent academic research report with reference to appropriate research, theory and legislative frameworks.