Individual Behaviour Plans (IBP) at school are a method of behaviour management which is outlined in many Behaviour Management Policies. Their purpose, ‘teaching and reinforcing those behaviours with the child, through modelling, rehearsal and encouragement’ (Rogers, 2011, p.10). Usually, their primary focus is on the encouragement of positive behaviour, although consequences for difficult behaviour may be detailed. IBP’s therefore support Operant Conditioning (McLeod, 2007b). Positive behaviour is rewarded and reinforced and it is thought that by doing so, children will be more motivated to demonstrate positive behaviour instead of negative (Positive Reinforcement). Skinner suggested that negative reinforcement may not be as effective, and
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One of the skills identified by Stogdill was ‘decisiveness’. A head teacher, who ultimately leads a school, is accountable for many decisions. For example, they have the responsibility to decide what methods of behaviour management they wish to implement into their setting. Professor Brighouse identified that heads have to be comfortable with dealing with ambiguity (Brighouse, 2007). With ambiguity comes decision making, Brighouse also recognised
‘Personal qualities, especially in the area of what we now call ‘emotional intelligence’ are necessary. But alone they aren’t enough. A head teacher needs a certain competence across a range of management and leadership skills. Three of these have always struck me as key: –USE OF TIME; DELEGATION; and the CAPACITY TO MANAGE AND LEAD CHANGE. ‘ (Brighouse, 2007, …show more content…
However, it furthered the explanation to view leadership as a process, which distributes itself through the organisation, such at the school, rather than being the sole responsibility of the head teacher as the leader. An example of this can be the different roles and leaders we have in schools, not only the head teacher. For example year leaders, subject leaders and Special Educational Needs Co-Ordinators are all individuals who have groups of people to lead. Adair’s Action-Centred Leadership model identifies that the effective leader carries out the functions as well as exhibiting the behaviours depicted by the three circles, ‘task, team and the individual’, however it also recognises that situational elements will require a different response from the leader, and that different skills and methods of managing behaviour are sometimes needed. The Trait Approach did not identify that different skills may be required for different
One of the skills identified by Stogdill was ‘decisiveness’. A head teacher, who ultimately leads a school, is accountable for many decisions. For example, they have the responsibility to decide what methods of behaviour management they wish to implement into their setting. Professor Brighouse identified that heads have to be comfortable with dealing with ambiguity (Brighouse, 2007). With ambiguity comes decision making, Brighouse also recognised
‘Personal qualities, especially in the area of what we now call ‘emotional intelligence’ are necessary. But alone they aren’t enough. A head teacher needs a certain competence across a range of management and leadership skills. Three of these have always struck me as key: –USE OF TIME; DELEGATION; and the CAPACITY TO MANAGE AND LEAD CHANGE. ‘ (Brighouse, 2007, …show more content…
However, it furthered the explanation to view leadership as a process, which distributes itself through the organisation, such at the school, rather than being the sole responsibility of the head teacher as the leader. An example of this can be the different roles and leaders we have in schools, not only the head teacher. For example year leaders, subject leaders and Special Educational Needs Co-Ordinators are all individuals who have groups of people to lead. Adair’s Action-Centred Leadership model identifies that the effective leader carries out the functions as well as exhibiting the behaviours depicted by the three circles, ‘task, team and the individual’, however it also recognises that situational elements will require a different response from the leader, and that different skills and methods of managing behaviour are sometimes needed. The Trait Approach did not identify that different skills may be required for different