• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Behaviour Management

Extracts from this document...


FOUNDATION DEGREE FOR TEACHING ASSISTANTS 2004/2005 PED02037976 Module 4 Behaviour Management "Effective behaviour management is essential to the smooth running of a school and in the creation of an environment where everyone's rights and responsibilities are addressed. A balance between fundamental rights and responsibilities is at the heart of behaviour management" (Rogers, 2000 p.12). The school system and the community of people that constitute the school need to be the focus for intervention and change. As Rutter (1979) argued, positive and measurable outcomes in behaviour and learning can occur apart from the socioeconomic conditions of the children in school. Progress will be limited if the schools attitude and stance is "How can we be expected to develop good learning and behaviour when we have got kids like these in this environment." A recent survey reports that the majority of teachers consider 'home background' to be the most significant factor in 'problem behaviour' (Croll and Moses, 1985). The classroom climate has a huge impact on pupils motivation and attitudes to learning. A study by Wragg and Wood (1989) emphasises the importance of the first few lessons with a new class in establishing positive behaviour and fostering pupils intrinsic and extrinsic motivation towards learning. Jones and Jones (1998) formula - Motivation = expectation of success x expected benefits of success x work climate. Kyriacou (2001) claims that the classroom itself should be purposeful, task-orientated, relaxed warm and supportive with emphasis on the pupils and their learning. The appearance and layout of the class is equally conducive to positive attitudes and should facilitate the activities taking place. Glasser (1986) Johnson and Johnson (1991) Johnson et al (1993) observed the positive influences that peers have on each others learning. Gooderow, (1993) and Kohn (1996) claimed if children felt supported at school and trusted their peers, they would enjoy it more, value their l PED02037976 learning and put in more effort. ...read more.


comments. "It is a difficult task to maintain the balance between giving support and promoting independence. This involves being clear about your expectations and firm in your directions without pressurising the child. However, sensitivity should tell you if and when to intervene." (Lorenz 1999, p19) Child A does not enjoy school and seems to regard it as an alien, hostile place. His fears and insecurities seem to create his defensive and aggressive responses. He refuses to accept the authority of adults and sets out to show his rejection by refusing to cooperate. Therefore, in my opinion, the class teacher finds it hard to like Child A and most of the attention she gives him is negative and critical. He senses the unfavourable perception and acts accordingly knowing that the most effective way of getting attention is to misbehave. Unless Child A has got one to one support within the classroom, the content of the lesson doers not always allow him to contribute ideas from his own knowledge and experience. This makes him feel disaffected and alienated and he refuses to work due to boredom, resentment and frustration. He is often completely bewildered by instructions and does not have the literacy skills to understand the printed material. I feel he disguises this lack of understanding by work avoidance tactics i.e. disruptive behaviour. PED02037976 He is acutely aware of looking stupid or getting into trouble for not completing his work. The classroom is quite light and airy but tends to be overcrowded which makes it easy for Child A to distract others or to be easily distracted himself. He often chooses to sit on his own because he expects to fail and does not want his peers to be aware. He does not work independently and prefers to just 'give up'. In our classroom the school rules are displayed prominently and all resources are easily accessible and clearly labelled. Although there is not a lot of space, there is room to move around the classroom easily. ...read more.


The day before the first day of term in September this year, we had an INSET day on Behaviour Management. It was lead by Dot Hully and was highly informative. She emphasised the importance of setting classroom rules in the first few weeks of term (Rogers 2000). As a result we spent nearly all of the first week going over class rules with the children and reiterating the school policy. We undertook the decision as a whole school in order to achieve consistency (Emmer et al 1997, Evertson et al 1997). Unfortunately, as with a lot of things in life, everyone starts off with good intentions but consistency proves difficult, especially if support is not always evident and children are quick to learn that a final warning doesn't always mean a visit to the Head teacher. PED02037976 On a more positive note, we have numerous reward incentives in school to promote positive behaviour. i.e. house points, merit stickers, excellent stickers, Head teachers awards, and Prize Giving at the end of the year. Teachers are always careful to choose children that have made the most progress, not just the academic ones. As I mentioned earlier, Child A receiving a level 4 in science, was a huge progression for him and really boosted his self esteem. As a Classroom Assistant, I try to remain positive at all times and be a good role model both in the classroom and for my own children at home. This is not always easy and I sometimes find it difficult to remain calm and unruffled when children are shouting and swearing at me. However, I realise the importance of establishing a positive ethos in the classroom. I am in the process of achieving HLTA (Higher Level Teaching Assistant) which involves whole class teaching, initially for one afternoon a week. My studies during the course of this module have enabled me to be more confident when assessing behaviour management strategies and fostering self esteem. I reflect on recent studies, in order to create a climate conducive to learning. 23rd October 2004 ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our AS and A Level Developmental Psychology section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related AS and A Level Developmental Psychology essays

  1. Using studies from the list below, answer the questions which follow: Rosenhan (sane in ...

    and incomprehensible, when he saw the pseudo patients waiting for lunch at the cafeteria before lunchtime. He attributed this behaviour as being characteristic to Oral-Acquisitive Syndrome.) Hence, all the behaviours present in the above studies can be seen as abnormal according to Rosenhan and Seligman's Seven Features of Abnormality.

  2. Communication skills in a group interaction.

    I think that if I was going to do the interaction again I would probably video record it therefore I could go back and see what I did wrong but also what type of communication skills and patterns occurred. This would be a very effective way in which I could


    The teaching session was of a practical nature it was, therefore, experiential fulfilling Rachel's potential for personal growth. Andrews and Roberts (2003) deduce there is no doubt the clinical milieu is full of rich learning experiences and that learning is more meaningful if the learner actively participates.


    Support staff should try and remain one step behind, allowing the child to take calculated risks and therefore allow cognitive challenge. As Fox (1993) comments "It is a difficult task to maintain the balance between giving support and promoting independence.

  1. I have decided to do my portfolio on Beaufort Park School, for several reasons. ...

    The supporting staff are at the bottom of the hierarchy. Therefore, they don't really have any decisions made on how the school runs, they are just there to help out the teachers The school doesn't really advertise itself. People come to know about the school by word of mouth.

  2. Samuel and Bryant (conservation)Bandura, Ross and Ross (aggression)Hraba and Grant (doll choice) a. What ...

    The mean age of the participants was 52 months. The role models were one male adult and one female adult. The design of the experiment had 3 major conditions; the control group, the group exposed to the aggressive model and the group exposed to the passive model.

  1. What do we mean by resilience? How

    This suggests that when these risk factors accumulate in the life of a child, there is a tendency towards the whole range of negative outcomes, regardless of which specific risk factors are operative. It follows that the damaging effects of multiple risk factors apply across gender, race, culture and disability category.

  2. Is Popular culture an Influence on Violent Behaviour?

    11 The assumption is that in assuming a 'short-lived proximity' with an on-screen icon, a 'regular' individual will shake it off upon leaving the movie theatre. However, for those more vulnerable, with mental disorders or character development issues or even young children, this short-lived proximity can evolve into a long-term

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work