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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

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'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.


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.


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.

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