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The effectiveness of Behaviour Management Policies and their implementation in faith and non-faith schools: Are faith schools more effective? A comparative analysis.

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The effectiveness of Behaviour Management Policies and their implementation in faith and non-faith schools: Are faith schools more effective? A comparative analysis. This assignment will address the effectiveness of behaviour management policies at two Coventry Schools. For the purposes of this assignment, behaviour management policy is defined as: That which supports the educational and other aims of the school in ensuring that the conduct of all members of the school community is consistent with the values of the school (Clarke 1996 in Turner 2003). In order to assess in depth the effectiveness of the behaviour management policies and their delivery, the schools to be examined are schools that I have personally taught in. I have therefore gained first hand experience of the schools behaviour management policies at work. Due to the critical evaluative nature of this assignment, the two schools that I will be discussing will remain anonymous and will be named School A and School B. This assignment will firstly introduce the two schools, orientating the reader with their contextual backgrounds. Having introduced the schools, my teaching experience within the schools will be presented including reflections of particular aspects of behaviour management that I have experienced. Finally, the two schools will be evaluated in their effectiveness of implementing behaviour management policies with reference to pertinent literature in this area. Throughout the assignment, particular emphasis will placed on the comparison of the faith and non-faith status of the schools. School A School A is where I am currently completing my Graduate Training Programme. It is a Church of England School, so therefore falls under the broader 'faith school' bracket. The school's admission policy currently stipulates that 85% of the 210 intake have a Christian faith and 15% are of other faiths, thus reinforcing the schools status as a faith school (School A 2007a). ...read more.


This system is used consistently across the school, whereas at School B, I wasn't aware of one occasion that a pupil was sent to their equivalent (isolation) for the use of foul and abusive language. One final observation to be made from my experiences also relates to classroom management and is the use of personal equipment during lessons (mobile phones MP3 players). Both school behaviour policies clearly state that mobile phones or other personal technologies are not permitted in school and will be banned if found on a pupil. At School A, it is known that, especially in the upper years, pupils have phones on their person. However, every member of the school is clear f the policy on phones and if a phone is found on a pupil then it is confiscated and sent to reception, where the pupil's parnts/carers can collect it. However, at School B I was shocked at the relaxed manner taken in relation to these items and it was common practice for pupils to be playing with their phones, even having phone conversations during lessons. Pupils also commonly were listening to music on headphones in both practical and theory PE lessons and during my experience at the school, not one item of personal equipment was confiscated and not one pupil was reprimanded. My feeling when teaching at School B was that teachers felt that they could not enforce these rules, as there was no consistency throughout the school and a lack of support from senior management relating to these issues. However, I was also aware that some teachers were in a comfort zone and therefore were quite happy with the above issues and felt that to start punishing pupils for the above offences would not be beneficial to the pupils (My daily reflection ...read more.


These include religious assemblies and celebrations of Christian festivals, which could be a factor in establishing the pupil's sense of identity at the school and therefore the respect of the teachers and the rules that they impose. In comparison School B have one registration period at lunchtime, which may not allow pupils and teachers to gain such a shared sense of identity as is experienced in School A. Conclusion Having examined behaviour polices and their implementation at two very different schools, it has become clear that behaviour and its management within schools is a multidimensional concept that is dependant on a multitude of factors. This assignment has highlighted a few of these factors including school intake, consistency of policy delivery, a sense of identity of all members of the school and incorporated in all of the above aspects, the faith / non status of the school. To address the proposed question (are faith schools more effective in their implementation of behaviour policies?), the assignment has provided evidence to suggest that they are. The core reasons in this incidence have been attributed to the sense of identity, shared community and therefore unity in the values of the behaviour policy. However, the findings from this assignment are very limited as the two schools examined differ greatly, regardless of their status as a faith / non-faith school. Nevertheless, it has highlighted contributing factors to the success of behaviour policies that are related to the nature of faith schools. It can therefore be argued that faith schools provide the environment from which behaviour policies can be best implemented. This is as a result of the unity that is shared by members within the school not just of the behaviour policy or the strive for academic success, but the belief in something much greater than that of the individual school; God. ...read more.

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