A Range Of Behavior Management Strategies And Their Effectiveness For Both Learners And Teachers

1773 Words Apr 27th, 2015 null Page
Critically analyse and evaluate a range of behaviour management strategies and their effectiveness for both learners and teachers in a contemporary education setting.
In 1987, the Professional Association of Teachers expressed trepidations regarding discipline in Britain’s schools. More than two decades on, the management of difficult and disruptive behaviour continues to be an issue in classrooms (Swinson and Cording, 2002; Watkins, 2011). Inappropriate behaviour affects the classroom climate (Haydn, 2014) and is detrimental to the teaching and learning processes in schools, subsequently affecting the learner, other students, and the teacher (Elton Report, 1989). Therefore, acknowledging that without good discipline in schools, the standards of teaching and learning, and consequently the achievements of both educators and pupils, will suffer (Harris, 2008). Evidentially, decent order is necessary if students are to attain their academic potential, accentuating the necessity for effective approaches to classroom management (Stuart, 2011). Therefore, three classroom management strategies - Assertive discipline, Behaviour for learning (BfL) and Social and Emotion Aspects of Learning (SEAL) - will be analysed and evaluated, with the intent to determine their effectiveness to create a positive learning environment for both teachers and learners in pupil referral units (PRUs). Initially, definitions for the terms classroom management and PRUs are specified. Thereafter, an…

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