Notesale: Turn your study into money

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20048563
Hart, R
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Emotional and Behavioural Difficulties
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15, No
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In this journal article, the author Hart (2010), is investigating classroom behaviour management
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This report stated that
“disruption caused by persistent, but individually trivial, incidents of misbehaviour” is of the biggest
concern (Department for Education and Science 1989 cited in Hart 2010:353)
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OFTED found that in managing this behaviour, a broad range of skills is needed
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Educational psychologists help with behavioural issues in schools, by training staff in behaviour
management and helping implement this with the students
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The different techniques of classroom behaviour management include: rules, verbal
reinforcement, responding to negative behaviour, staff-student relationships, staff expectations,
procedures and the school environment
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They need to be firm
but fair (Little and Akin-Little 2008 cited in Hart 2010)
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In this article it suggests
that there should be 5 rules as a maximum
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According to OFSTED, verbal reinforcement is key to be able to maintain
good behaviour (OFSTED 2005 cited in Hart 2010)
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Verbal reinforcement can however be seen as a bad thing, as it creates pressure
to “keep up the good work” (Kohn, 2001: online)
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This is important as it lets children know that there are consequences for their actions
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If there is an increased respect and care in the relationship that staff and students have then the
behaviour that the students display is likely to be greater
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A student’s behaviour is also likely to be better if staff expectations of that pupil are higher (OFSTED
2005 cited in Hart 2010)
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Procedures need to be clear and shared throughout the school so that there can be a consistent
approach to classroom behaviour management
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This can be shown by how seating of students can be seen as important (Shin and Koh 2007
cited in Hart 2010)
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However this does not show why these techniques are effective
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These include:
behavioural, psychodynamic, systemic and humanistic approaches
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These extinction strategies, like the “naughty corner” or “time-out” can have damaging
effects as they are basically forms of love withdrawal (Kohn, 2005)
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However, “once attention is withdrawn, many kids won’t touch the activity again” even if
the activity was something that the child enjoyed doing (Kohn, 2001: online)
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This is called the
over justification effect (Lepper, Greene and Nisbett 1973 cited in Hart 2010)
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Behavioural approaches can be seen as reactive, as it “considers only the observable part of
behaviour and works from the premise that only the observable is knowable” (Visser 2000:34)
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This emphasises secure and trusting relationships where a teacher’s role is seen as
similar to that of a parents’
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Although, mostly
for students with behavioural, emotional and social difficulties, nurture groups can help students
learn behaviours (Boxall 1976 cited in Hart 2010)
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Systemic approaches focus on social interactions and society’s reaction to negative behaviour
(Frederickson and Cline 2002 cited in Hart 2010)
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1997; Daniels and Williams 2000; Williams and Daniels 2000 cited in Hart 2010: 358)
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Therefore, the teacher would need to understand that
negative behaviour is a product of interaction and this isn’t always easy (Visser 2000)
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They

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also emphasise the importance of the learning environment and reinforcement and punishment, but
without blame
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For example, learnercentred education (Cornelius-White 2007 cited in Hart 2010), where the teacher is empathetic and
genuine and encourages critical thinking
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Humanistic approaches are often contrasted with behavioural approaches to classroom
behaviour management, as they emphasise student, rather than teacher control
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The author has supported the claims that he has made in several ways
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In the introduction Hart
(2010) made significant reference to the Elton Report, however this was not followed up in the rest
of the article
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He has also
conducted his own research
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This study included forty-seven educational psychologists
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As well as noticing that the lesson is
well planned and executed you also notice that the teacher is very effective at managing the
behaviour of the whole class
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The educational psychologists then listed ten strategies that they would see in a well managed
classroom in a timeframe of ten minutes
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20048563
This data was analysed to see how the classroom behaviour management techniques mentioned by
the educational psychologists linked with existing approaches
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These were;
rules, reinforcement of behaviour, response to bad behaviour, staff-student relationships,
expectations, procedures and classroom environment (as shown in further detail above)
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Out of these responses there were four hundred and sixty-two individual responses from
educational psychologists, all but five managed to give ten effective classroom behavioural
management techniques
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Two hundred and fifteen fit into none of the
categories and thirty-five fit into 2 or more of the categories
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These were: young person focused, inclusive practice, language and instruction, lesson content,
lesson structure, non verbal communication, other staff and teaching skills
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The findings from these responses found that behaviour reinforcement was the most popular
classroom behaviour management technique, the most common type of behaviour reinforcement
being verbal praise
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Although the educational psychologists were mostly in agreement about positive reinforcement and
praise, they disagreed over what to do in the instance of negative behaviour
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Montgomery (1989) would argue that ignoring negative behaviour in the classroom
would cause it to increase and that this was sometimes due to the children having emotional needs
not met
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The least important seemed to be humanistic approaches as fewer than
half mentioned staff-student relationships as being important
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When split into
groups, the educational psychologists went into more detail about their views
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They had half an hour and other perspectives to formulate this discussion which lead to
the group findings and this is why it can be seen to be more in depth
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The classroom behavioural management techniques can apply to one or
more theory
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The study conducted by the author, although highlighting the points made in the article, is from a
small sample base
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However, as the educational psychologists discussed their individual
opinions in groups, their opinions may have changed, further reducing the already small sample size
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Sixteen
individual responses were still not accommodated for, however, and therefore not represented in
the study
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The author also highlights
limitations of the study
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He also believes that, as behaviour is an important
issue, more evidence than this would be needed
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To
support his conclusion he refers to Miller, who referred to “paradigms lost” in his survey of
educational psychologists using behavioural techniques (Miller 1989 cited in Hart 2010:368)
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He suggested
that because of this some educational psychologists “run the risk of being seen more as diplomatic
‘super teachers’” (Miller 1989 cited in Hart 2010:368)
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Although, it shows that there are other
psychological approaches, other than behaviourism that educational psychologists are interested in
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This is why he would agree that the psychological perspectives can work well together (Slavin
1989 and Nie and Lau 2009 cited in Hart 2010)
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Therefore, Hart
(2010) believes effective classroom behaviour management is a “multi-dimensional one” (Hart
2010:369)
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I would agree with this view as “there is no guarantee that only one
approach will always in all situations” (Rogers 2011:20)

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Reference List
Kohn, A
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[Online] Available from:
www
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org/parenting/supernanny
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(2001) Five Reasons to Stop Saying "Good Job!"
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alfiekohn
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htm [accessed 11/11/13]
Montgomery , D
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London: Hodder and Stoughton
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(2011) Classroom Behaviour, A practical Guide to Effective Teaching, Behaviour
Management and Colleague Support
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) London: SAGE
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(2000) Managing Behaviour in Classrooms
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