Current concerns surrounding the management of behaviour have seemed to be a key issue that has dominated the teaching profession for a longstanding period of time (Chaplain, 1995; Docking, 1996; Rogers, 2011a). However discussion surrounding what is meant by ‘challenging behaviour’ appears to spur debates within society (Visser, 2005). It is found that alternative definitions are provided within literature, leading to the lack of clarity and understanding. Therefore adopting a universal definition would enable a clearer understanding of what is meant by these ‘loose terms’ (Visser, 2005). As a result anxiety relating to the management of behaviour has accumulated, leading to political discourse and government guidance addressing the ‘challenging’
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It is this issue that leads teachers to leave the profession, often due to the lack of guidance within a behaviour policy (Chaplain as cited in Cremin and Arthur, 2014). As identified by the Elton report (1989) “bad behaviour in schools is a complex problem which does not lend itself to simple solutions” (Visser, 2000). In response to this, the Steer report (2005) emphasises the need for teachers to utilise effective strategies and practices within the classroom, in order to raise the standards of behaviour (House of Commons Education Committee, 2011). Consequently due to recommendations formulated within these key reports, guidance published by the Department of Education (2012; 2014) has shaped the support that is offered to newly qualified and experienced teachers in managing behaviour. The Steer report (2005) alongside the House of Commons Education Committee (2011) acknowledge that providing teachers with the knowledge and understanding to deal with challenging behaviour will contribute towards the professional development of teachers, as well as their effectiveness to reflect upon their practice in helping children to perform better academically and in terms of their …show more content…
I have chosen to explore the following issues: the whole school approach and behaviour policy in managing behaviour within the classroom, the consistent use of rewards and sanctions across the school, and finally the impact behaviour strategies have on children’s self-esteem.
My placement school is a maintained community school located within an inner city area (School X Ofsted report, 2015). It is described as a “larger than average sized” primary school consisting of 482 children, with ages ranging from 3 to 11 years (School X Ofsted report, 2015). Due to the recent expansion of the school, classrooms are spacious with plenty of room to move around as well as there being outside classroom learning zones which are used for intervention and for children with special educational
It is this issue that leads teachers to leave the profession, often due to the lack of guidance within a behaviour policy (Chaplain as cited in Cremin and Arthur, 2014). As identified by the Elton report (1989) “bad behaviour in schools is a complex problem which does not lend itself to simple solutions” (Visser, 2000). In response to this, the Steer report (2005) emphasises the need for teachers to utilise effective strategies and practices within the classroom, in order to raise the standards of behaviour (House of Commons Education Committee, 2011). Consequently due to recommendations formulated within these key reports, guidance published by the Department of Education (2012; 2014) has shaped the support that is offered to newly qualified and experienced teachers in managing behaviour. The Steer report (2005) alongside the House of Commons Education Committee (2011) acknowledge that providing teachers with the knowledge and understanding to deal with challenging behaviour will contribute towards the professional development of teachers, as well as their effectiveness to reflect upon their practice in helping children to perform better academically and in terms of their …show more content…
I have chosen to explore the following issues: the whole school approach and behaviour policy in managing behaviour within the classroom, the consistent use of rewards and sanctions across the school, and finally the impact behaviour strategies have on children’s self-esteem.
My placement school is a maintained community school located within an inner city area (School X Ofsted report, 2015). It is described as a “larger than average sized” primary school consisting of 482 children, with ages ranging from 3 to 11 years (School X Ofsted report, 2015). Due to the recent expansion of the school, classrooms are spacious with plenty of room to move around as well as there being outside classroom learning zones which are used for intervention and for children with special educational