Behaviour Management Reference Sheet

We’re meant to learn all the time so what happens to that at the school gates?
Behaviour management in school is a means to enabling learning to happen. Influence by school ethos and
by discipline (one element of effective teacher’s role).
Factors influencing behaviour:
 Biological
 cognitive
 Affective
 social / environmental

Two Views on Effective Discipline:

• Effective discipline is needed to enable pupils to learn rather than to control a class.
• 1
Discipline is ‘about good order’ and “complicity about agreed behaviour”. Control ‘implies power
and containment’

Learning Behaviour
Directly affected by its relationship with:
• The self – how the pupil relates to the classroom situation and intended learning (affective –
feelings)
• The curriculum – how the pupil relates to the curriculum and assessment (cognitive -thinking)
• Others – ( including teachers and parents)- the nature of teacher – pupil relationship and parent –
child social relationship (social - participating)
These are central to the school context and influenced by wider policies2

Learning Behaviours
• Engagement
• Collaboration
• Participation
• Communication
• Independent activity
• Intrinsic to these are notions of interaction and interdependence within and between the individual
and his/her social and academic environment

Rogers3 (2012) identifies 3 types of discipline:

• Preventative – with clear rules and consequences, contracting, room organisation, curriculum
planning…
• Corrective – where teachers correct disruptive, antisocial or deviant behaviour
• Supportive – where correction can be received as fairly as is possible and working relationships re-
established

1
Jacques with Ellis (2002) page 63 cited in Hoult S.2005 Reflective Reader Secondary Professional
Studies. Exeter. Learning Matters

2 Powell S, Tod J (2004) A systematic review of how theories explain learning behaviour in school contexts.
In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of
Education, University of London.
3 Rogers B (2012) You know the fair rule. London. Pitman
The Influence of the Teacher - Deviance-Provocative

4
‘Pupils do not want to work, and will do anything to avoid work. It is impossible to provide conditions under
which they work, so the pupils must change. Disciplinary interactions are a constant battle – which we must
win’.
This approach links to teacher control and correction and does not develop the focus on learning

The Influence of the Teacher - Deviance-Insulative

‘Pupils really want to work, but that the conditions are assumed to be at fault. These can be changed and it
is our responsibility to initiate that change. Disciplinary interactions relate to a clear set of classroom rules
which are made explicit to the pupils’.
This approach has learning at the heart of teachers’ strategies and has the power to link behaviour and
learning

Strategies to prevent misbehaviour

• Be vigilant regarding observing the • Be constantly aware of the class

mood of the pupils, the
• Change the pace of the lesson
atmosphere of the class, the
attitude and behaviour of pupils • Be on hand to assist those pupils
who are experiencing difficulty
• Maintain eye contact
• Facilitate pupil learning / reduce
• Observe body language, level of
frustration
attention
• Establish ground rules
• Circulate around the class
• Avoid making idle threats

When reprimanding pupils…

• Avoid anger, confrontation, unfair comparisons, insulting or criticising the pupils

• Do not increase the sanction stakes
• Engage in private reprimands where appropriate
• Be firm, fair, consistent and seek support in difficult situations

4 Watkins C. and Wagner P. (2000) Improving school behaviour (pg 71). London; Paul Chapman Publishing