Behaviour management has been a core component, continually addressed by numerous sectors within education. With several policies and procedures implemented, such as Behaviour and discipline in schools, providing guidance for teachers to address behaviour management (2016). However, the notion of behaviour management is a rather complex matter, with different strategies being effective for different teachers (Bennett, 2016).

Drawing upon my own experience from placement, I witnessed a variety of effective strategies for behaviour management. One significant strategy I encountered, was the persistence of the teacher developing a positive atmosphere, to build relationships with the children. Rogers (2011), also supported the importance of establishing positive relationships between children and teachers, believing this was achieved through constructing an environment of mutual respect, within a classroom. According to Rogers (2011), by obtaining a flow of mutual respect within the class, teachers can then establish high behaviour expectations, with children being obliged to conform to. Within the context of my class, a sense of inclusion prevailed from the mutual respect formed by teacher and children. Stronge (2007) also emphasised teachers providing a mutual respect to the children,  by restricting labels and discrimination to children and their learning, teachers will effectively form strong relationships among the class. Furthermore, within my class the use of positive body language and motivating persona also built positive relationships between teacher and children (Rogers, 2011).

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A key problem with this explanation of positive relationships for behaviour management, is this may not be applicable within a bigger class. From my own experiences, my class was only fifteen children, this may not be the same scenario for my future teaching. Furthermore, as a teacher I need to be aware of further challenges which may stem when addressing behaviour management for a bigger class size. For example, within a different class, managing behaviour can become challenging when considering children with SEND. In regards to this, children’s behaviour with SEND can become hard to manage through no fault of their own (DfE, 2016). Therefore, as a teacher to overcome this, appropriate intervention needs to be actioned. Ensuring positive relationships can be sustained within the classroom, while their behaviour and learning can be addressed and progressed (ibid).

An alternative strategy, also used effectively within my class, was the ways in which negative and positive behaviour was addressed in managing behaviour. DfE (2016) argued the importance of teachers delivering clear high behaviour expectations to the children. Drawing on my own experiences, there was also an importance demonstrated for consistent behaviour expectations, through the use of praise and rewards. DfE (2016), supported the use of praise and rewards being implemented within a classroom, allowing children to become motivated to display positive learning and behaviour. This was also exemplified through the work undertaken by B.F. Skinner (1938), although his work is rather outdated, it still corresponds with current beliefs to the use of praise and rewards as a positive reinforcement to managing behaviour (McLeod, 2007). When applying this to education, if teachers can effectively utilise this, we may see an increase in motivation of children to conform to desired behaviour (ibid).

However, there is an inconsistency with this argument to the effectiveness of praise and rewards for behaviour management. In particular, the over reliance of praise used by teachers, in turn reducing the significance of the praise itself (Vansteenkiste et al, 2016). This may raise concerns when children are introduced within new environments, with alternative behaviour management approaches.

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Therefore, when we come to address behaviour management ourselves, it is fundamental to be aware of adopting a range of strategies and approaches which are effective for different circumstances, children and environments (ibid).

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Reference:

Bennett, T. (2016) Developing behaviour management content for initial teacher training (ITT). [online]. Available:https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/536889/Behaviour_Management_report_final__11_July_2016.pdf [Accessed 6^th October 2016].

Department of Education (2016) Behaviour and discipline in schools [online]. Available:< https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/488034/Behaviour_and_Discipline_in_Schools_-_A_guide_for_headteachers_and_School_Staff.pdf> [Accessed 2^nd October 2016].

Department of Education (2006) Learning Behaviour principles and Practice- What Works in Schools, [online], Available:<http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/publications/eOrderingDownload/0281-2006PDF-EN-04.pdf> [Accessed 1^st October 2016].

McLeod, S. (2007) “Skinner-Operant Conditioning”, Simplypsychology, [online], Available:< http://www.simplypsychology.org/operant-conditioning.html> [Accessed 4^th October 2016].

Rogers, B. (2015). Classroom behaviour: A practical guide to effective teaching, behaviour management and colleague support (4^th ed). London: SAGE.

Vansteenkiste, Maarten, Willy Lens, and Edward L. Deci. (2006) “Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation.” Educational psychologist 41(1) pp. 19-31.