• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month
Page
  1. 1
    1
  2. 2
    2
  3. 3
    3
  4. 4
    4
  5. 5
    5
  6. 6
    6
  7. 7
    7
  8. 8
    8
  9. 9
    9
  10. 10
    10
  11. 11
    11
  12. 12
    12
  13. 13
    13
  14. 14
    14
  15. 15
    15
  16. 16
    16

It is not sufficient for teachers to rely entirely on the schools behaviour policy to create and maintain a positive learning environment in their lessons. Discuss this with reference to your own/ observed practice within one or two

Extracts from this document...

Introduction

'It is not sufficient for teachers to rely entirely on the school's behaviour policy to create and maintain a positive learning environment in their lessons.' Discuss this with reference to your own/ observed practice within one or two key stages. One of the biggest and most demanding challenges faced by teachers is keeping control of the classroom. Even in the best of schools, pupil behaviour can be less than desirable. To be an effective teacher you must be able to manage pupils' behaviour not just in the classroom but also throughout the school. Evertson (2006) states that everything a teacher does results in implications for classroom management and behaviour. These include such things as seating plans, how students enter the classroom, how you enforce rules and how you communicate to students are all areas that should be addressed when creating a positive learning environment. As many factors are involved in behaviour management teachers have adopted a number of methods and routines that work effectively for them. However schools must have a policy put in place for teachers to use and fall back on if they need to. It forms the basis of what the school expects from staff and pupils and gives a foundation of values which the staff and pupils must uphold whilst at school. Behaviour policies also ensure that there are certain procedures to adhere to when pupils behave in an exceptional, acceptable or unacceptable manner. It also states the hierarchy of rewards and sanctions that will be given and how they will be fairly and consistently applied. Each school will have its own behaviour policy. However, most will be relatively the same if worded slightly differently. All policies will be set out to be effective in the school and classroom. However, establishing a common set of values is never going to be easy. The values held by school staff, which are implemented in the behaviour policy, may conflict with those held by parents, carers and students. ...read more.

Middle

Rewards would maybe then not be enough in motivating pupils to produce good behaviour or work in the long-term. However, Starko (2009) suggests devising rewards that point out the inherent value and interest of the task itself. For example, students who write an excellent story may be rewarded with the opportunity to spend extra time in writing. They could even have the story they have written bound and put on display. Outstanding art projects may be rewarded with the opportunity to create a personal gallery or compile a special portfolio. Those who devise a particularly original experiment may be allowed to earn more time in the science laboratories or be involved in exciting practicals or demonstrations out of class time. These strategies send the message that creative activities are interesting and valuable, and that participating in them is reward in itself. They would help to promote intrinsic motivation in a much more effective way than just giving out prizes as it gives the reward an emotional appeal. I feel that from evidence I have read, for example Rogers (2011) proclaiming that encouragement and giving supportive and descriptive feedback should be essential in our teaching practice, and the observations I have made I would, in my own practice, set up a reward system that is unique to me. If I can get pupils motivated to produce good work and behaviour through promoting self-control and independence and encouraging them with rewards, like as stated in Q31, then I see that as an effective way in promoting a positive learning environment. I would try out a reward system based on the one described previously as it is a progressive reward system and because I have seen it work. The pupils would have to consistently produce good work or behaviour to be rewarded with a prize and not just be rewarded for a one off occasion. I would also try to set up an after school or lunchtime club. ...read more.

Conclusion

If this does not happen and the policy fails then you need to adapt and adopt different measures and methods of teaching to be able to regain a positive learning environment. To achieve this it is vitally important that teachers work closely with each other. In doing this they will be attaining the qualities that are recognized in Q4, communicating effectively with colleagues. This will ensure that teachers will be able to improve in dealing with behaviour and where necessary seek help. It will also make for a more comprehensive policy in which the views are shared with teaching staff and senior management. Word Count = 4499 Reference List Cowley, S. (2003a) Getting the Buggers to Behave 2, London, Continuum. Cowley, S. (2003b) Guerilla Guide to Teaching, London, Continuum International. Evertson (2006) Handbook of classroom management: research, practice, and contemporary issues, New Jersey, Lawrence Erlbaum Associates. House of Commons: Education Committee (2011) Behaviour and Discipline in Schools, London, The Stationary Office. Kyriacou, C. (1997) Effective teaching in schools: theory and practice, Cheltenham, Nelson Thornes. Moore, A. (2000) Teaching and learning: pedagogy, curriculum and culture, London, RoutledgeFalmer. NASUWT (2009) NASUWT, Sink or Swim? Learning lessons from Newly Qualified and Recently Qualified Teachers, Birmingham, Clarkeprint. Obenchain, K. and Taylor, S. 2005. Behavior Management: Making It Work in Middle and Secondary Schools. The Clearing House, 79(1):7-11. Overall, L and Sangster, M. (2003) Secondary Teacher's Handbook, 2nd ed. London, Continuum International. Rogers, B. (2007) Behaviour Management: A Whole-School Approach, London, Paul Chapman Publishing. Rogers, B. (2011) Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour Management and Colleague Support, London, SAGE Publications. Rogers, B. (2006) Cracking the Hard Class, London, Paul Chapman Publishing. Rogers, B. (2004) How to Manage Children's Challenging Behaviour, London, Paul Chapman Publishing. Skinner, B.F. (1985). Cognitive science and behaviourism. British Journal of Psychology, 76(3):291-301. Starko, A. (2010) Creativity in the Classroom: Schools of Curious Delight, New York, Routledge. Wilson, D. (2004) Supporting teachers, supporting pupils: the emotions of teaching and learning, London, RoutledgeFarmer. ?? ?? ?? ?? Le Page, Martin 1 ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our University Degree Education and Teaching 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 University Degree Education and Teaching essays

  1. Discuss the behaviourist and cognitive theories of learning. Evaluate the implication of each for ...

    Hill (2003) explains, Thorndike studied the way cats would escape from a puzzle box through trial and error. Thorndike found that any response which led to the needed consequences was more likely to occur again. Operant conditioning can involve positive reinforcement, negative reinforcement or punishment.

  2. Describe the difference between the pre-normalised and normalised child.

    folded all nappies very neatly and have kept one on top of another and was ready to be placed in the drawers. While the child concentrates, he is busy 'growing' and his intelligence is constructed through the outside world. "The objects are a help to the child himself.

  1. Early Years Setting. This report is based on the wellbeing of children in my ...

    firsthand experience about what the room is all about and will also support the child. Self reflection I have found this assignment quite difficult as I have never analysed a document before and feel it took a long time, however I have also found it interesting as I have realised

  2. Special education needs. Within this essay it will critically analyse and evaluate the ...

    Soan.S, (2005:16) "emphasises that only in recent years has the philosophy of an 'inclusive' approach been adopted". Therefore vast importance is sited upon the early recognition of SEN by the legal government documents, as mentioned in the Code of Practice (2001:46), "The importance of early identification, assessment and provision for

  1. Piaget and education. Examine the work of one modern thinker on education and ...

    Furthermore Sutherland (1999) stated that even at university level students require active learning.Piaget suggested that wrong answers are just important as correct answers because from this teachers can understand the child's way of thinking and it could be used to help the child understand basic rules (Slavin 1994 cited in Oakley 2000).

  2. Essays on Curriculum Development and Implementation for Inclusive Practice (with tutor feedback).

    Your conclusion needs to sum up what you did in the essay and what you discovered and briefly state any opinions, such as, which curriculum you think is better. Task 1 Wider Reading on curriculum Armitage, A et al (1999)

  1. Theoretical approaches for discipline essay. The setting of productive rules and the enforcing ...

    In a year nine classroom, the teacher has clearly and repeatedly stated that all students must be on time to class. A student, Julie, has wasted the teacher's time by not being present on time on several occasions. The student must therefore accept the consequence of staying back the amount

  2. Language Development. I have chosen to observe Kaitlin for my assignment focusing on ...

    (Total of words used, 2968 Appendix 1 Observation 1, Singing Date - 31st March 2010 Time commenced - 2.30pm Time Completed - 2.35pm Method - Focused, Participatory observation Technique - Essay Permission sought from - Manager and the child's parents.

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