The Head teacher of my school placement was quick to jump onto the word ‘discipline’ when we were discussing the behaviour policy in the school. She stressed that the word discipline should not be used within the school and that we refer to the practice as ‘behaviour management’. This immediately diffused the idea that the school was run as a strict ‘those out-of-line shall be punished’ and instead creates a notion of working individually to gain the best outcome for the child.

I have attended ‘Team Teach’ training, a de-escalating and positive handling system for my own, the child and other children’s safety. This included physical training for working with children that had a history of violent behaviour and how to approach the situation. The ‘Risk and Restraint’ module provided safe ways to de-escalate children when that is the only option or in emergencies. However, working closely with children to create a mutual respect and understanding of each other can provide many opportunities to de-escalate the situation prior to any child restraining actions. At Palatine Primary School, as a Teacher Assistant, I worked with a child with a complex diagnosis which created them to have aggressive and dangerous meltdowns from unknown triggers. This employment led to the immediate training of ‘Team Teach’. As my relationship with the child grew stronger, we created a setting whereby he could discuss his feelings to me confidently, warn me that something or someone is starting to trigger him and de-escalating the situation before it became aggressive. On a few occasions, I received distress calls from my colleagues about the child turning aggressive and ask for back-up, usually turning to me for my strength as this child was very strong. In most occasions, I used my relationship with the child talk to him, discuss the trigger and to reassure him. Once he was calmer, we discussed consequences and people he may need to apologise to.

The most interesting aspect was that I could have used ‘Team Teach’ strategies to physically control him and used stern, vocal communication in an attempt to over-ride his anger by waiting in a locked position. However, my prior knowledge and relationship to the child created a calm, thought-provoking environment that saw the child independently apologise for his actions which created a reward motive for his positive manner and completion of work.

Teachers should not expect to walk into a classroom and be showered with awe, respect and positivity. There must be a mutual respect so that both teachers and students excel in the classroom. It has been noted that “many qualities define a positive relationship and pave ways on how to create powerful student teacher relationships. These can be seen to include good communication, a safe learning environment and mutual respect, a positive and patient attitude, student equality and timely praise” (Lee, 2016) which needs to instigate promptly into meeting a child.

Although this approach is a fine start for respect, this will not stop a child behaving badly and a simple to follow, consistent system needs to be in place. In Lyndhurst Infant School, they use ‘Pragmatic Behaviourism’ of which Porter explains “… employ rewards and punishments to encourage compliance and, if their methods do not succeed at suppressing disruptive behaviour, teachers are advised simply to apply more of the same class intervention (that is, more consequences.)” (2014, p61). Lyndhurst have created a fluid, ‘traffic light’ Behaviour Policy that all teachers and students follow for consistency around the school. This use of this system is believed to be effective by some because it promotes the notion of demonstrating a behavioural change. Lee notes that some believe these systems in schools motivate “… young people to change and mature to take their place in a highly complex society and that is best achieved through countering the negative pressures that exist for children by providing inclusive environments and stable, positive classroom climates.” (2007, p1)

One certain theme that connects behavioural management topics is calmness, whether it is approaching a situation differently to avoid secondary behaviours (Rogers, 2011) which develop from an avoidable situation, or dealing with specific behavioural traits that are disrupting the lesson (Delaney, 2009).

Delaney,K. (2009) What can I do with the kind who…: A Teacher’s Quick Guide to dealing with disruptive pupils (and their parents), Great Britain: Worth Publishing Ltd.

Lee, C. (2007) Resolving Behaviour Problems In Your School, London: Paul Chapman Publishing.

Porter, L. (2014) Behaviour in schools: theory and practice for teachers, Berkshire: Open University Press.

Rogers, B. (2011) Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour Management and Colleague Support, London: SAGE Publications Ltd.

Lee, K (2016) 4 Timeless Elements of Strong Student-Teacher Relationships[online], USA: Teachthought.

Available:< http://www.teachthought.com/pedagogy/student-engagement/4-timeless-elements-strong-student-teacher-relationships/ > [Accessed 01/10/2016].