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Title: MASTERS - promoting behaviour to learn
Description: MASTERS FIRST CLASS piece of promoting behaviour to learn in the classroom. All references included
Description: MASTERS FIRST CLASS piece of promoting behaviour to learn in the classroom. All references included
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Review and critically evaluate the implications for maximising pupil
learning in relation to Promoting behaviour to learn
Within contemporary society, expectations and requirements are to be met from staff
in educational settings to promote behaviour to learn – in order to maximise pupil
learning (Rogers, 2002), which, according to the National College (2010), involves;
increasing success and confidence of children, and encouraging them to do their best
within school
...
Ultimately, the classroom environment is very much influenced by pupil behaviour,
and so children’s learning opportunities may be limited when inappropriate
behaviours are displayed (DfES, 2006)
...
Furthermore, these expectations and requirements are expected as a result of research
discovered from a report by the Secretary of State - Lord Elton, and his committee in
1989 known as the 'Enquiry into Discipline in Schools'' - whereby a total of 138
recommendations were made to improve classroom/behaviour management,
indicating problems in the way schools were already managing this
...
More recently, the steer report carried out in 2005 (investigating discipline and
behaviour) also made several conclusions and recommendations based on their
findings
...
Similarly to Elton, these
beliefs assert that all schools are capable of having 'good order' to raise their standards
of behaviour to allow teaching to take place, thus, maximising pupil learning
...
Such evidence of the reports influence is demonstrated within the Teachers'
Standards (TS7) (DfE, 2012, p8), as school teachers must be able to 'Manage
behaviour effectively to ensure a good and safe learning environment'
...
It will be based
around a schools behaviour policy (School A (ofsted outstanding, no children with
EAL, and a small number of children with SEN)), specifically focusing on rewards
and consequences; a strategy that is very much enforced in this school to manage and
promote behaviour in order maximise learning
...
Firstly, in order for children to behave in such a way for learning to be maximised, it
is essential for them to appreciate their schools expectations in regards to both
positive and negative behaviour
...
The
policy also states that in addition to the '3R's', class teachers devise specific
instructions and guidelines for classroom procedures and management
...
Children are under an obligation to recognise their '3R's', and follow
their teachers guidelines when in the classroom
...
Merits
are given in the form of stickers on their personalised sheet; together with their
personal targets in relation to behaviour
...
Moreover, failure to recognise their '3R's' or follow teacher guidelines, children will
face consequences
...
Consequently, if
children 'misbehave' during school time, they are given a warning card
...
One red card results in a child taking five minutes time out; two
red cards result in a child losing ten minutes of their playtime; and three red cards
3
result in the child spending the rest of the lesson in another classroom, and missing
their next playtime or lunchtime
...
Consequently, as stated in School A's policy, Ryan & Cooper (2010) assert that there
is a vital necessity for teachers to display their expectations in regards to pupil
behaviour, as well as providing clear rewards/consequences for
acceptable/unacceptable behaviour
...
(2010) adds that
displaying such rules and expectations is beneficial for all children and can be carried
out without great difficulty, yet appear to have an extremely positive impact on pupil
behaviour when they are referred to in practice regularly
...
Moreover, Partin (2009 p31) asserts that 'Many classrooms function very well with
only three or four rules', however a maximum number of enforceable rules can be up
to seven
...
(2010), Gable et al
...
Consequently, the effectiveness of class rules does not only
depend on the amount of rules pupils are expected to follow, but rather, the class
teachers’ ability to reinforce them
...
The term proposes that behaviours are learned
4
through voluntary responses controlled by their consequences (Woollard, 2010)
...
Similarly, it is insisted that removing an
unpleasant reinforcer can also strengthen behaviour (negative reinforcement) as it
removes an unpleasant experience (Moore, 2012)
...
Skinner also asserts that when unwanted behaviours are followed by punishments or a
negative response, the behaviour is weakened – for example School A’s Card system
...
Staats (2006), however, highlights the extensive research carried out on
humans to investigate behaviour, and reveals that results corresponded with those of
Skinners, and as discussed by Moore (2012), it can also be witnessed in schools
...
At most points, children would be
verbally notified if they were misbehaving or not complying with class rules, and only
in extreme cases would they be given a 'warning' card
...
Moreover, the success of setting class rules and expectations may not always depend
on the strategies that are in place to enforce them, but rather, the children’s ability to
interpret them
...
The National Autistic Society (2011) affirm that those children with an ASD
find it challenging to follow classroom rules or understand behavioural expectations
due to their difficulties with social skills
...
As there are no children in Class 6 of School
A with ASD, problems interpreting and following rules like this may be less of an
issue
...
In
circumstances where this may not be achievable, adopting school A's approach and
devising individualised behavioural guidelines may prove to be an effective method
of establishing behavioural expectations
...
By having SEAL in place, it provides children
with the knowledge and skills that are needed in order for them to meet expectations,
for example, SEAL helps children to recognise and understand the emotions of others
6
– thus, enhances children’s empathetic skills
...
Furthermore,one of the recommendations of the Elton Report (1989), and later
advised in the Steer Report (2005), was to enforce a reward – to - sanction ratio of
5:1
...
In relation to school A, teachers offered verbal
praise and merits more frequently than sanctions
...
Although this approach seems effective and is largely encouraged through policies,
reports and Ofsted to maximise pupil learning, it's effectiveness depends on how
pupils are motivated
...
Extrinsic motivation refers to those individuals who are
motivated by external factors (rewards) such as merits
...
Intrinsic motivation
however, refers to those individuals whereby motivation comes from within, and is
driven by an interest or enjoyment in a task, as opposed to external rewards'
...
However, rewards may not increase an interest or
enjoyment for those intrinsically motivated pupils, and may not be very effective in
terms of maximising their learning
...
Furthermore,
Ryan & Deci (2000) argues that individuals may not necessarily have one motivation
type, rather, they may have elements of both intrinsic/extrinsic motivations types
...
Upon research, Chandler & Connell (2011) supports this, and adds that not only may
it decrease intrinsic motivation, but also creativity
...
Although rewards may promote positive
behaviour and maximise pupil learning, pupils may be at risk of only carrying out
these behaviours if they feel they will be rewarded as a result
...
In such cases,
the task at hand will be completed and the reward may be received as a result
...
Undoubtedly, children like being rewarded and frequently try hard in their work to
receive them, however, reward systems should not be overused
...
It is valid to say, however, that during professional
practice, rewards were often given to pupils when an 'excellent' piece of work was
8
completed (the term 'excellent' being defined as to their best ability)
...
Moreover, as a trainee assessing children's work and monitoring behaviour, it proved
difficult to recognise when it was appropriate to reward children for their behaviour,
or for when an 'excellent' piece of work had been produced, as the children’s
capability was unknown due to the short amount of time spent in School A
...
Such difficulties were acknowledged by
Steer, and recommended that trainees are equipped with the knowledge and skills
needed to manage behaviour in schools, and further promotes the use behaviour
management training materials as a result (Steer, 2005)
...
2010)
...
Subsequently, if more observations were made specifically centred around behaviour
management, and pupil progress and expectations were investigated prior to the
teaching practice, I may have felt more confident with behaviour management –
9
demonstrating my ability to meet teaching standards (TS7), and reinforce appropriate
behaviours
...
Parents are
invited to join these assemblies; recognising and celebrating their child's success and
achievements
...
Consequently, Henderlog & Lepper (2002) insist that offering praise to
children is extremely beneficial for their self-esteem and motivation; encouraging to
perform at their best and exceed their expectations - providing that the praise is
perceived as sincere
...
Essentially, it is advised that praise should be given to children when it is evident that
they have worked hard as opposed to little effort being given, as there is a risk praise
may lose its impact (Johnson, 2012)
...
Furthermore, not issuing enough praise can be very damaging for children's selfesteem and confidence (Johnson, 2012), which is crucial when maximising pupil
learning (National College, 2010)
...
(2007))
...
Conversely, Pomerantz
& Moorman (2007) believe that communicating with parents about their children can
be very beneficial, providing there is not too much involvement
...
Moreover, if schools do not communicate with parents about their child's progress,
then they are less likely to receive rewards/praise at home, as they may be unaware of
their child's academic achievements
...
Schools may communicate with parents to inform them of the current
'level' their child is working at, however the certainty that parents understand what
this means is questionable
...
In relation to Maslow's hierarchy of needs, the importance of self-esteem is crucial in
order for an individual to progress and achieve self-actualisation
...
Failure to achieve the ‘Esteem’ level of need, may have
detrimental effects on a child’s learning, and as in reference to this theory, they will be
unable to achieve their full potential – and their learning may not be maximised,
demonstrating the importance of praise in increasing children's self-esteem
...
As
Skinner theory proposed, when a behaviour is followed by a punishment, the
likelihood of it being carried out again is weakened as unpleasant associations are
made
...
Although School A does not
have any major behavioural issues, in Class 6, verbal warnings were given quite
regularly when children were misbehaving as staff only use the card system ‘when
they have to’
...
Moreover, Kaiser & Raminsky
(2003) suggests that disciplinary strategies can be very beneficial for children’s
learning, providing positive attention and praise is also given regularly
...
As demonstrated in children's attainment
levels in School A, taking a similar behavioural approach seems to be an effective
strategy to maximise pupil learning
...
For example, In School A,
when three red cards have been given to a child, they must then spend the rest of the
lesson in another classroom
...
On
the other hand, this punishment may be perceived as very severe for another child,
and so the type of punishment should be considered before it is given
...
Unwanted behaviours such as; chatting, calling
out and being unresponsive are behaviours that commonly occur in schools, often
result in verbal punishments in School A – notifying the child that the behaviours they
are displaying is unacceptable
...
Vygotsky's social constructivism theory asserts that social interaction plays a key role
in children's cognitive development
...
By
punishing children for interacting with others in School A, it could be argued that
learning is not being maximised as a fundamental behaviour that is required for
13
learning is being weakened
...
This therefore emphasises the importance of only issuing punishments for those
behaviours that effect the learning environment, as opposed to behaviours that may in
fact promote learning
...
However, the question is then raised as to what being
'good' actually involves?
Martlew & Hodson (2011) carried out a study in regards to school staff promoting
positive behaviour, and revealed that it is a rather complex task
...
Such findings
put forward that the type of behaviour and behaviour management strategies that is
encouraged in one environment, may not be generalised within other environments,
and so confusion may arise as to what children feel is expected of them
...
As Lawrence (2006, pg 8) states
'It is not the failure to achieve that produces low self-esteem; it is the way significant
people in the child's life react to failure'
...
Although School A have the 3R's in place which is consistent throughout the whole
school, as previously stated, each class is required to have their own guidelines and
behavioural expectations – and so what may be acceptable in one classroom, may
result in a punishment in another
...
Despite research implying that punishments may not always promote positive
behaviour for learning, the 'Behaviour and Discipline in Schools' white paper (House
Of Commons, 2011), offers more power to teachers when managing behaviour
...
Allowing such power and authority over
behaviour management, may perhaps be an area for concern - as those teachers that
may not be an expert in the area may choose to issue punishments instantly, rather
than considering other alternative – given the power to do so
...
As previously discussed, it may due to children not understanding
what is expected of them as a result of differing attitudes and beliefs
...
At first glance it seems to be a fairly reasonable expectation,
15
however as Barish (2012) highlights, children are exuberant and impulsive and find it
difficult to maintain in the same position for a long period of time
...
Subsequently, any expectations that are set
within schools should be achievable; taking into consideration all factors of childhood
behaviour
...
Punishing children that may
not understand a task will more than likely damage their self-esteem, as a link will be
established between lack of understanding – and punishment
...
Although School A's policy does not specify the requirement of a personal tutor, there
are opportunities for children to attend both a Literacy and Numeracy tutoring session
after school – which appears to be very successful
...
Upon conclusion, the extent to which rewards and punishment promote behaviours
that are required to learn, and maximise pupil learning is somewhat contentious
...
Children must be aware of
their expectations within school, and should be made reference too regularly to ensure
children understand what is expected of them
...
However, providing those children are motivated extrinsically through the
use of rewards, then their use may prove to be a very successful strategy to promote
behaviour for learning and maximise pupil learning
...
Although research
suggests that rewards can in fact increase confidence and self-esteem (required for
learning to be maximised); rewarding children to often can have negative effects on
their learning as pupils may lack their own motivation to learn, and only do so
because of their desire for rewards (Conracted-for-rewards)
...
Therefore a
sufficient balance of rewards/punishments should be given to pupils to affirm that
behaviour and learning is effected positively as a result, as suggested, a
reward/punishment ratio of 5:1
...
Individuals may have differing
perceptions of what behaviours are 'good' or 'bad', and so what a child may be
rewarded for in one environment, may be punished in another
...
Alongside all of these factors determining the effectiveness of rewards/punishments,
social constructivists believe that pupils learn behaviours through social interaction
and the MKO
...
It was also discovered
that some behaviours that children may get punished for in school, may actually be
crucial for the learning development according to this theory
...
If rewards/punishments are going to be used a strategy to
promote positive behaviour and maximise pupil learning, then school staff must
consider; the way in which children are motivated; why and when to issue them, and
furthermore, ensure that children understand what behaviours are expected
...
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...
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Title: MASTERS - promoting behaviour to learn
Description: MASTERS FIRST CLASS piece of promoting behaviour to learn in the classroom. All references included
Description: MASTERS FIRST CLASS piece of promoting behaviour to learn in the classroom. All references included