In upon the environment in which they live, it

this assignment, I will be exploring how schools manage behaviour and classroom
environment. I will make reference to appropriate written materials and
observations from my Placement. I will assess a range of practical strategies
and approaches for effective behaviour management. Evaluate the factors that
contribute towards an effective learning environment .I will describe the
professional requirement and values of teacher in order to build positive
relationships, that secure the best results for children. Finally, demonstrate
the ability to affect professional practice through personal reflection.

can be observed and measured, generally meaning

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“How an organism acts upon the environment in
which they live, it changes the environment in ways that affect the organism

& Skinner, 1957, pp 1, cited by Pierce and Cheney, 2004). Behaviour
Management is essential to a successful and positive learning experience and
directly links to classroom environment. Teachers must enforce various
strategies, including rewards and sanctions in order to create an effective
learning atmosphere.  Fraser argues that classroom environment is a

 “Subtle and nebulous notion’, embracing
‘climate, ambience, tone, atmosphere and ethos” (Fraser, 1989, p. 307 cited by Haydn, 2014).

are three types of learning environment: physical, emotional and respectful.
The physical environment consists of working walls, table arrangement, light,
cushions, and plants. The emotional environment, means the teacher creates a
welcoming environment in which everyone feels optimistic, accepted and wanted.
The respectful environment compromises of pupils feeling respected and

book ‘Getting the buggers to behave’ (Sue Cowley, 2010) discusses a range
of effective strategies and approaches for behaviour management including the
importance of ‘Establishing your expectations’. Making children aware of the
precise rules and values is essential. This ensures children see you as assertive,
in charge of the teaching and the classroom. She also mentions adapting the use
of language and rules for the appropriate age group. For example, for early
years a rule could be ‘We always listen
to each other’, this is clear and can be understood well by younger
children meaning they are more likely to follow this set rule. Setting high
expectations results in good behaviour as well as positive relationships
because children will feel like the teacher believes in them.

strategy that Sue Cowley (2010) mentions is that once expectations are set
communicating in an ‘unambiguous’ way
is crucial, using words such as ‘I
expect’, ‘I need’  and ‘We’. I
believe communication is a two way street because it is imperative for children
to be able to communicate and the teacher to listen, this is a significant
value and requirements on behalf of teachers to build on their listening skills
in order to build good relationships hence generate better outcomes for
children hence, leading to better behaviour.

 An effective practical strategy is that
teachers are ‘interested’ in their pupils by building positive relationships,
this reinforces good behaviour. Many behaviour issues come from the lack of
interest in the subject or topic being studied therefore, knowing children’s
interests such as “The Simpsons,
Minecraft and One direction” allows you to be able to incorporate these
ideas into lessons, as well as using this to come up with suitable rewards that
children would truly be determined to work hard for (Appendix 1).

expectations was evident in my placement as most children were aware of rules
and requirements (Appendix 1). The teacher sets ‘high expectations’ and is confident that the children will follow
the rules. After a P.E lesson outside the teacher told the children to be quiet
as “other children are in lesson so I expect you to be on your best behaviour”,
the use of language was effective as the teacher was assertive, this approach
had a powerful influence on the children’s behaviour. This links to Sue
Crowley’s book (2010) as she emphasises how important expectations are in
‘effective behaviour management’ in order for children to know the teacher is serious
about rules. Teacher standards (DfE, 2011) are met in terms of behaviour as
teachers “have high expectations of
behaviour, and establish a framework for discipline with a range of strategy”.
The rules are clearly presented on a large paper in the classroom so children
are constantly aware of what they need to do.

teachers and children have a good relationship which results in positive
outcomes. The teacher knows the children’s interests which he uses in the
lessons to make it engaging and interesting for the children (Appendix 1). For
example in a science lesson on teeth the teacher related this to ‘Jurassic
world’ explaining the difference between human teeth and animal teeth, the
children all enjoyed the learning and were more able to attain the important
information. The rewards given to children are based on their interests and
parents are informed of reward assemblies to celebrate their child’s behaviour,
this makes children more determined to behave, for example, rewards include
‘each term teachers will nominate a child who has achieved Gold consistently to
attend a ‘Head teachers Party'(School Behaviour policy,2016)


Pavlov’s experiment with dogs can be
linked to behaviour of humans to rewards and sanctions. Pavlov’s experiment
consisted of dogs in a chamber presented with meat powder and the saliva
collected in a tube. He noticed that the dogs began salivation before offered
with the meat powder due to sounds of the machine that distributes the meat
powder or simply by the presence of the meat provider. From this, Pavlov used
the ringing of a bell when the meat was given to the dogs various times until
the bell was rung alone. From his predictions the dogs salivated just from the
sound of the bell which acted as a stimuli. The pairing of the bell to the
stimulus caused the dogs to salivate. In other words the meat powder is
‘unconditioned stimulus’ and the bell is ‘conditioned stimulus’ (Pavlov, 2003,
cited by David 2014).

theory links to rewards used in schools, the reason being is that children are
motivated by rewards and associate good behaviour with praise. For example, if
a child produces good work they may be rewarded a sticker or a raffle ticket,
this instantly makes other children realise the consequence for good work.
Similarly, when bad behaviour is punished e.g. disruptive talking in lesson can
be punished by moving down the behaviour chart, therefore other children will
realise and associate that kind of behaviour with that punishment. This will
make children aware of what behaviour is expected of them, what consequences
their actions have as well as making them wary of the decision they make. This
is what many teachers require and value in order to create the best outcomes
for children.  

Placement I was able to observe numerous kinds of behaviour and ways in which
the teacher used rewards and sanctions appropriately (Appendix 1). Bad
behaviour had a number of consequences in order to teach children a valuable
lesson .The school use a colour chart for behaviour and attitude. This consists
of Gold, Silver and Green meaning that children are behaving exceptionally over
a long period of time. However, Red and amber means the child has been
disruptive and refuses to follow the school rules. Once the child is moved on
the chart the next step is a five minute ‘time out’ followed by the child being
sent to a class next door, play/lunchtime detention, Class exclusion and
finally fixed term exclusions. These consequences are put in to practice
depending on the severity of the behaviour. Good behaviour is always
appreciated and rewarded with either of the following; points that can be used
in the Hodge hill reward shop, postcards home, behaviour awards and much more
(Behaviour policy,2016). The use of Dojo Points is effective because when point
are given and taken away it makes a loud sound, which grabs the children’s
attention, it also creates competition in class. Parents are also able to keep
a record of their child’s behaviour which means children are more encouraged to
behave well (Appendix 1). This is an effective strategy to behaviour management
and meets teacher standard seven ‘using praise, sanctions and rewards
consistently and fairly’ (DfE, 2011)

In an
English lesson ‘child A’ shouted an inappropriate phrase saying ‘That’s
racists’, the teacher remained calm and controlled, immediately told the child
to move their name to Amber on the behaviour chart (Appendix 1). However, the
child persisted and continued being disruptive in the lesson, which resulted in
‘Time Out table to consider their Behaviour and Attitudes to Learning’ (School
behaviour policy, 2016).The teacher then used an effective behaviour strategy
which consisted of sitting with the child to reflect on his behaviour. He asked
the child what they did wrong and what would happen if they continue behaving
the way they did. He finally ended the talk with suggesting an positive way of
behaving i.e. “why don’t you sit here for a couple more minutes, continue with
your work and if you carry on like that for the rest of the day you would be
rewarded”, this caused the child to change his behaviour instantly because he
was motivated extrinsically and wanted to get the reward, linking to Pavlov’s
theory the child realised the consequence and associated the good behaviour he
started putting into practise to the reward he was getting which had a
simultaneous effect on behaviour .

However, “Extrinsic
rewards have been found to reduce intrinsic motivation”(Beswick,2009).Pupils at the school are constantly
told ‘if you do good work you will be rewarded ‘For example I heard the teacher
say in a P.E lesson “Whoever is ready will move to Gold and get a raffle” (Appendix
1), this has a negative impact on learning and behaviour as they will always
expect rewards for good behaviour which means they are not taught to motivate
themselves intrinsically hence children will struggle to continue good
behaviour where rewards are not given.  The
Ofsted report (2015)  of the school states that the ‘Behaviour is
good and pupils feel very safe in school’. This means that Teacher standard
seven is evident in school (DfE, 2011) which states that ‘Manage behaviour effectively to ensure a good and safe learning environment’.

(2014) “Below the Radar” converses the idea of the impact of low level
disruption such as ‘talking unnecessarily or chatting. The negative impact is
that ‘pupils are losing an hour of learning each day’. This kind of behaviour
has a serious impact on not just the lesson but the life chances of pupils.
Throughout placement I realised that ‘talking or chatting’ is the most common
behaviour issue. With this, teachers simply follow the behaviour policy and
school rules to deal with it accordingly.

On the
other hand, Tom Bennett (2017) “creating a culture” discusses the importance of the school leaders rather than teachers
and parents in maintaining good behaviour. Tom believes “strong leadership
could offer even greater possibilities for driving better behaviour in schools”.
In my placement school, teachers discuss ways to better behaviour in the
school, they constantly reflect on ways of improving. I believe self-reflection
is vital for professional development and in order to constantly better
teaching and classroom environment which creates better outcomes for children.
School staff are therefore meeting teacher standard eight which explains
‘fulfilling wider professional responsibilities’ as staff are seeking advice
from each other and school leaders creating a positive culture in the school.
The school’s Ofsted report (2015) claims “The
head teacher provides strong and much focused leadership”, this is
significant as it will provide the foundation in which the school needs to succeed