Managing behaviour effectively to ensure a safe and good learning environment is not just about how to respond to occurrences of poor behaviour. It has a much wider and proactive remit. So much so, that the Government has deemed it necessary by legislation that every school “must have a behaviour policy”(Department for Education, 2013). This must be communicated and clearly understood by staff, students and parents. Whilst the framework is given as guidance, the text is explicit and detailed in its statements of what should be included for the schools governing bodies to follow. It is left to the head teacher to decide on the standard of behaviour deemed acceptable and the measures to promote good behaviour (Publications.parliament.uk, 2011).
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It is imperative that a teacher’s conduct exemplifies professionalism if they are to enforce the school’s Behaviour Policy consistently around school and particularly in the classroom. Personally, as a student teacher, managing behaviour has been an area of constant deliberation for me between my two school placements. The two schools have very different behaviour policies and the difficulty has not been the fear of dealing with a difficult situation or class, nor having to impose sanctions. Instead it has been the impact on pupils of imposing sanctions as a means of managing behaviour effectively that has caused the greatest consternation. It is very easy with undesirable behaviour by pupils especially in class; to start imposing sanctions and this has happened. However, reflecting on the lesson afterwards; I have questioned the quality of the lesson and my teaching style. Had pupils found the lesson inspiring, the work engaging and the environment good and safe for learning, I might have avoided the use of sanctions and the pupils would have made better progress. It is with these deliberations in mind that this paper will examine the theoretical basis for behaviour management policy, consider relevant research in
It is imperative that a teacher’s conduct exemplifies professionalism if they are to enforce the school’s Behaviour Policy consistently around school and particularly in the classroom. Personally, as a student teacher, managing behaviour has been an area of constant deliberation for me between my two school placements. The two schools have very different behaviour policies and the difficulty has not been the fear of dealing with a difficult situation or class, nor having to impose sanctions. Instead it has been the impact on pupils of imposing sanctions as a means of managing behaviour effectively that has caused the greatest consternation. It is very easy with undesirable behaviour by pupils especially in class; to start imposing sanctions and this has happened. However, reflecting on the lesson afterwards; I have questioned the quality of the lesson and my teaching style. Had pupils found the lesson inspiring, the work engaging and the environment good and safe for learning, I might have avoided the use of sanctions and the pupils would have made better progress. It is with these deliberations in mind that this paper will examine the theoretical basis for behaviour management policy, consider relevant research in