‘The poor behaviour of some children affects not only their learning but also the learning of others.’ (Adams 2009, page 4) This suggests that poorly managed behaviour in the classroom can have a detrimental effect on learning overall, as well as individually. This assignment will analyse how behaviour and learning are inextricably linked. This assignment will also emphasise how primary classroom teachers develop behaviour management strategies in order to promote an effective and positive learning environment.
Ofsted (2005, page 15) discusses how if children can enjoy learning it is more likely that their behaviour will be positive; likewise if their behaviour is good then the children are most likely to learn. The Every Child Matters: change for children (ECM) policy (DfES, 2004, page 10) underpins this link between behaviour and education. Every child has the right to learn and therefore the key outcomes, ‘stay safe’, ‘enjoy and achieve’, and ‘make a positive contribution’, in the ECM agenda are incorporated in all behaviour and learning strategies. During school experience, these key outcomes are clearly outlined in the whole school behaviour policy, one of the rules being, ‘Let everyone learn.’
Reiterating the link between behaviour and learning, the basis of high-quality classroom management is to have high expectations for pupil behaviour. (TDA, 2009) Not only does having high expectations of the children promote learning, if the expectations for behaviour are clear and the rules made explicit then the pupils know exactly what is required of them. Essentially, teachers get what they expect from their pupils - this includes behaviour and learning. (Kuklinski and Weinstein, 2003; Arthur and Cremin 2010) The standards for...
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...ons.parliament.uk/pa/cm201011/cmselect/cmeduc/516/51606.htm#note54 Accessed 10/04/2012 Paragraph 4.16.
Steer, A (chair) (2006) Learning behaviours, principles and practice - what works in schools. Nottingham: DfES. Available from: https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFES-0281-2006 Accessed 11/04/2012
Training and Development Agency for Schools. (TDA) (2009) Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training, London: TDA. Available from: http://webarchive.nationalarchives.gov.uk/20111218081624/http://tda.gov.uk/default.aspx Accessed 10/04/2012
Training and Development Agency for Schools. (TDA) (2011) Standards for Qualified Teachers. London: Crown Copyright in Hayes, D. (2012) Foundations of Primary Teaching. Abingdon: David Fulton Publishers. Pp 8-10.
middle of paper ... ... Australian Journal of Teacher Education, 25 (1), 45-51. Retrieved from http://ro.ecu.edu.au/ajte/vol25/iss1/5. Western Australian Department of Education. a.
Marsh, C. (2010). Becoming a teacher: Knowledge, skills and issues. 5th Ed. Frenchs Forest, NSW: Pearson.
166-173). Linda Darling-Hammond (2000) discusses how teacher education has changed and how it has affected our education system (p. 166). The author also notes how even the most intelligent people found it hard to prosper in the field without the right skills and preparation (Darling-Hammond, 2000, p. 166-173). In the article, she presents how post baccalaureate programs are carefully structured, versus alternative routes which can be no more than backup employment options. Darling-Hammond (2000) also addresses how it becomes difficult for aspiring teachers to learn both subject matter and pedagogy (p.
modelling how we should behaviour both with other colleagues and pupils, as well as visitors to the school. This should reflect in the way pupilâ€TMs behaviour and that they know what is expected of them regarding standards of behaviour. Respecting each other is an important value of our school and
As a graduate teacher it is important to understand the standards that underpin the whole of the teaching profession. The Australian Professional Standards for Teachers (the Standards) came about after extensive evidence was put forward by the Melbourne Declaration on Educational Goals for young Australians in 2008 to say that Australia needed to improve its teacher quality in order to be considered as a world-class country in education (Teacherstandards.aitsl.edu.au, 2014). The key elements of what constitutes quality teaching make up seven standards and are broken down into the three domains of professional knowledge, professional practice and professional engagement.
The Australian Professional Standards for Teachers provide a framework, which clearly identifies the knowledge, practice and professional knowledge necessary to achieve each standard in a teacher’s career. The Standards aim to enhance all students learning outcomes by providing key indicators of teacher quality to assist the preparation, support and progress of teachers (Board of Studies, Teaching and Educational Standards [BOSTES] 2014). This essay will examine the Australian Institute for Teaching and School Leadership (AITSL) Standard One: “Know students and how they learn” (2011, p.3) by comparing and contrasting the expectations of a graduate and lead teacher. There are six focus areas within Standard One and each area clearly defines
Classroom management is a necessary component for teachers to appreciate and apply to positively manage and adjust behavior within the learning environment. It is important that teachers develop a sound perceptive of significant theories that will result in enhanced teaching and practices within the class (Lyons, Ford & Slee, 2014). Goal Centred Theory, Cognitive Behavioural Theory and Assertive Discipline Theory are three prominent management theories that will endure analysis. Therefore, consolidating the main elements that underpin the theories will assist in developing positive practices of classroom management.
...reflect the learning outcomes related to my personal and professional life. It showed that social and emotional aspects are influenced by our interaction with family and environment. Children need a secure and safe attachment during early years to avoid social barriers later in life. As children are growing they spend more time in school therefore an appropriate and enjoyable environment is necessary. When faced with classroom management and behaviors teachers should encourage and help children when needed. There are numerous techniques and skill to help teachers manage challenging behaviors. Counselling approaches are useful in order to have a better understanding of why a child behaves in a certain manner, teacher can use it to help children and their family. The learning outcomes are practical as I am able to incorporate them in my personal and professional life.
Student discipline is affected by classroom management. The way in which a teacher manages his/her classroom delineates the type of instruction that will take place in the classroom. A classroom in which the teacher takes total responsibility for guiding students’ actions comprises a different learning environment than one in which students are encouraged to take responsibility for their own actions (Evertson, 2003). Many schools are reluctant to hold students accountable for their own actions. The education establishment warns teachers that they will be placing themselves in a questionable role if they emphasize rules, punish bad behavior, and reward good conduct (Bennett, et. al., 1999). Teachers need to create a learning environment in which students are encouraged to do their best and therefore, motivated to work to their highest potential. Teachers need to also set expectations and maintain the learning environment they have developed. Even in effectively managed classrooms, however, problems may occur.
In today’s society children are faced with many factors that can influence their behaviour within a care or educational setting. These factors can sometimes enhance a child’s behaviour and in some cases impair or damage how a child learns behaviour.
Classroom management, involving all the strategies used by teachers in order to provide order in the classroom, can be regarded as an essential for effective teaching and learning. According to Davis (1981), “basic classroom management is just plain good sense. Yet, it can be as personal as your private lifestyle” (p.79). One of the biggest challenge teachers face day in and day out is dealing with behavior of children and young pupils in classroom. Therefore, the classroom practice of individual teachers would be the key aspect of improving the behavior of pupils in schools (Hart, 2010). One of the significant attribute of promise to teaching, especially in classroom behavior management, is teacher’s sense of efficacy. According to Woolfolk-Hoy (2000), development of self-efficacy is essential for producing effective, committed and ardent teachers, Moreover, teachers who are trained to be more effective in meeting both academic and non-academic student needs create a positive and successful classroom environment for all students (Alvares, 2007). The importance of self-efficacy in behavior management has been highlighted by Martin, linfoot, and stephenson (1999) who proposed that teacher’ responses to misbehavior may be mediated by their beliefs about their ability to deal with behavior, as well as their beliefs about the causes of student misbehavior.
Dr Dennis Francis Commonwealth Education Trust Week 1 and 2 “Teacher training or education is something that can be managed by others; Teacher development is something that can be done only by and for oneself” Wallace, 1991.
Classroom management has the largest effect on student achievement, so students cannot learn in poorly managed classroom. Additionally, research has pointed out that the quality of teacher-student relationships is the main aspect of classroom management.(…2). Furthermore, when teachers set classroom management plan, the plan will give structure to everything from seating to lessons to grading to the relationship between students. Teachers should incorporate strategies for addressing student behavior into classroom
Classroom management is a key element to establish a successful learning environment in any classroom. An effective classroom management plan creates a positive learning environment. Classroom management is affected by the characteristics of the students and their behavior. Students’ behavior is influenced by their age, academic abilities, goals, interests, and home backgrounds (Evertson, Emmer, and Worsham, 2006). Teachers need a diverse array of classroom management skills to facilitate learning. A classroom with a proper management plan will spend less time in disciplining and more time in learning. Students in effectively managed classrooms know and follow clearly defined rules and routines. A classroom management plan should provide for several important factors that influence proper discipline in the classroom (Edwards, 2004).
There are several different models of classroom management, but there appears to be no collective agreement as to which one is the best. Because every student is different, students’ behavior should be addressed according to their specific need. Disruptive behaviors tend to be a result of a few causes. These causes tend to be either because the student is seeking attention trying to avoid failure, are angry, want to gain control of a situation, have too much unused energy, are feeling bored, or are uninformed. In studying the different methods that have been researched, I have settled on two that I would like to focus this paper, Discipline with dignity and Discipline through same side win-win strategies.