Fda Supporting Teaching & Learning
Unit: 22050003
Management of
behaviour in the
classroom 1
Session aims
• To be aware of the reasons for different
behaviours
• To consider how the classroom and
learning experience influences behaviour
• To consider approaches to managing
inappropriate behaviours
Types of behaviour –
recap from last week
• Work skills – presentation, care of books, homework, settling
to work, following instructions, requesting appropriate help,
accepting advice.
• Verbal behaviour – refuses to follow instructions, talks when
teacher talks, talks to teacher when should be working, shouts
out, mimics, threatens other pupils or teacher, makes
inappropriate noises.
• Non-verbal behaviour – leaving classroom, wanders about
classroom, fidgets in seat, horseplay, disrespect for other
people’s property.
• Emotional profile – cries easily, tantrums, isolated from
peers, physical self-abuse, cannot express emotions.
• Personal organisation – truants, late, leaving coat on, failing
to bring books or equipment
What factors influence
behaviour?
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Background
Age
Gender
Medical factors
Disability
Culture – affects norms of behaviour
Self esteem
Hammersley- Fletcher et al (2006)
Own attitude
towards the
behaviour
+ or -
Theory of planned
behaviour, Ajzan (1991)
3 influences on behaviour
Subjective norm:
Influence of views
of friends, teachers
& family
Perceived
behavioural
control
Self efficacy in
relation to the
behaviour
Strength
of the
Intention
Behaviour
actually
carried out
Ajzan I, (1991), The theory of planned
behaviour, Organizational Behavior and
Human Decision Processes, 50,179-211
6 core beliefs central to a successful
school behaviour strategy
(2005 Report - Practitioners’ Group on School Behaviour and Discipline)
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Poor behaviour cannot be tolerated as it is a denial of the right of pupils to
learn and teachers to teach.
There is no single solution to the problem of poor behaviour, but all schools
have the potential to raise standards if they are consistent in implementing
good practice in learning, teaching and behaviour management
The quality of learning, teaching and behaviour in schools are inseparable
issues, and the responsibility of all staff
Respect has to be given in order to be received. Parents and carers, pupils
and teachers all need to operate in a culture of mutual regard
The support of parents is essential for the maintenance of good behaviour.
Parents and schools each need to have a clear understanding of their
rights and responsibilities
School leaders have a critical role in establishing high standards of
learning, teaching and behaviour.
Managing behaviour
All practitioners and adults involved in working in
schools have:
• a view on ‘acceptable behaviour’
• a view on how to deal with
unacceptable behaviour
Legislative framework
Terminology
What is meant by the following:
Law
An official request
or requirement
Code of practice
Established by or
founded upon law or
official or accepted rules
Statutory
Recommended practice
set out in a document
Guidelines
A set of rules or
principles enacted by
legislation
Why do we need legislation / codes of
practice?
Identify some examples of legislation
that impacts on school behaviour
procedures?
A few examples....
The Children’s Act 1989
Welfare of children is paramount; Defines parental responsibility &
duties of Local Authority in terms of safeguarding
Children Act 2004
Close working relationships between agencies; Independent
children’s commissioner to protect children’s rights; ECM holistic
agenda
Every Child Matters: Next Steps – DfES (2004)
Personalised learning rather than one-size-fits all approach –
responsive to individual needs
Education and Inspections Act (2006)
The introduction of a statutory ‘power to discipline’ for teachers and
other school staff and other new legal measures to improve
parental accountability for the behaviour of their children at school
The Steer Report & Practitioners Group findings (2005-2009)
How effective practice can be used to promote positive behaviour and
preventing misbehaviour; changes in the power of head teachers in
exclusion panels; how parents can be effectively engaged.
Built on the Elton Report (1989) & circulars - focused on a whole
school approach to behaviour/discipline + classroom behaviour
management techniques –the healthy balance between punishments
and rewards; the teacher-pupil relationship; need for parent
involvement
School Discipline and pupil behaviour policies (2007)
Followed 2006 Act with good practice on rules, rewards and
sanctions +advice on key sanctions e.g. detentions, confiscation of
pupils property
Working Together to Safeguard Children (2010)
Guidance that sets out the duties of organisations and how they
must work together to safeguard children
Equality Act (2010) - sets out ways that schools promote equality
of opportunity and promote positive attitudes
Sir Alan Steer’s review of pupil
behaviour issues (2009).
The behaviour in school of the large majority of children is
good, as it always has been.
Where instances of bad behaviour occur intervention must
be swift, intelligent and effective. This intervention must
protect the interests of the majority while aiming to change
the behaviour of those causing the difficulties.
Steer report – “Learning Behaviour: Lessons Learned. A
review of behaviour standards and practices in our schools”
Identified core beliefs and solutions to behaviour problems
http://www.education.gov.uk/publications/eOrderingDownlo
ad/DCSF-Learning-Behaviour.pdf
Video – types of behaviour
http://www.tes.co.uk/teachingresource/Managing-Behaviour6082889/
What types of behaviour are
displayed?
How would you approach these
situations?
Group work
Note down the different strategies that
you use in school to manage
inappropriate behaviour
Can you group them into
different types of approach
The positive classroom
• Layout and organisation
•
Sinofsky and Knirck (1981) found that colour
affect student attitudes, behaviours and learning
http://www.ehow.com/info_7858626_classroom-wall-colors.html
• School ethos
How might this be reflected in its approach to
behaviour?
Management strategies
• Behaviourist –
control/discipline/correction
• Cognitive behaviour modification
• Behaviour for Learning
• Social-learning theory
• Restorative Justice
• Humanistic approach
• SEAL
Behaviourist approaches
4 key principles
• Behaviour is learned
• Behaviour can change
• Behaviour is affected by
antecedents
• Behaviour is affected by
consequences
Behaviourist approach
• Involves forming associations between stimuli
and responses
• 3 ways in which children learn behaviour
through this process of association:
1. Classical conditioning
2. Operant conditioning
3. Observational learning
Classical conditioning
Association between an environmental stimulus and an
involuntary response or reflex
Egs of research
Pavlov’s dogs (1904)– light and food arriving
Watson & Rayner (1920) – banging a steel bar behind ‘Little
Albert’s’ head whilst presenting a rat to him – led to fear
associated with the rat
Implications for school?
Link between being bullied and school attendance gives anxiety;
negative associations between punishments & certain activities;
humiliation in front of the class and not wanting to go to class
Operant conditioning
Association between an environmental stimulus and an voluntary
response or choice to achieve a desired outcome.
Also uses the concept of antecedents, the behaviour and then
the consequences
Often learnt through a process of trial and error
Egs of research
Skinner (1938) – Rats trained to press a lever using rewards or
avoid it using a mild electric shock
Reinforcers/rewards
• Extrinsic or intrinsic
• Social (attention or praise) or material (sweets or money)
• Positive or negative
Sanctions/punishments
What are the implications for school?
The use of rewards and sanctions
Rewards
http://www.teachersmedia.c
o.uk/videos/rewards
Sanctions
http://www.teachersmedia.c
o.uk/videos/sanctions
4 mins each
Observational learning
A combination of cognitive processes (choice) and operant
conditioning theory.
Uses imitation – by observing others we learn how to do
things but we can also predict the likely consequences of
our actions
Egs of research
Bandura (1977) – examined ways in which we are motivated to
observe (model) and imitate other people’s behaviour in terms or
reinforcement:
Directly reinforced by a reward – praise
Vicarious reinforcement – by rewarding one child for a particular
behaviour in front of the whole class the teacher is encouraging
other children in the class to imitate that behaviour
A TA sees two children talking during a class
activity and gives them both a time out
Will they both interpret the punishment and
react in the same way?
Behaviourist approach – yes
Cognitive approach – individual perceptions of the situation
Child A feels that they weren’t talking, just responding to
Child B’s talking…..feels resentment towards the TA
Cognitive behaviour
• Focus on the individual’s perception of their own
and other behaviour
• Take into account the attitudes and beliefs of the
child
• Recognise that a child may not be able to
perceive the meaning of the behaviour of others
e.g. a child who always ends up being upset and fighting
in the playground ………….
response is reptilian; a forced fight or flight reaction
Cognitive behaviour
strategies
• Reflection tasks for the learner to complete which will
indicate their feelings, perceptions and attitudes
towards their own behaviour
• Discussions with TA/learning mentor about how they
perceive the behaviour of others towards them
• School links with parents to identify the child’s
behavioural development
• Children create their own targets and are
encouraged to be in charge of their own decisions
Examples?
What are the pros and cons of these approaches?
Which approaches
does your school
behaviour policy use?
Further information / reading
Hammersley- Fletcher L, Lowe L & Pugh J (2006)
The Teaching Assistants Guide: an essential
textbook for foundation degree students, Routledge,
chapter 8
Any readings related to Behaviourist approach and
Conditioning
…….look under Psychology = DEWY 370.15