Whilst understanding different kinds of learning behaviours in your class, you should also be aware of how to maintain and keep a clam environment. In order to achieve this you would need to implement effective behaviour management strategies.

A report carried out by Alan Steer (2005) explain that there are core beliefs when it comes to behaviour management.  Some of the beliefs include; 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The 5 R’s Framework

This Framework helps promote positive learning behaviour in the classroom. The framework started of with 4R’s and then an emphasis was placed on the overarching fifth R (RELATIONSHIP). This was seen to be crucial when implementing an activity within the class (DfES, 2004) 

The 5 R’s include:

 

 

 

 

 

 

 

 

1 and 2 Rights and Responsibilities

There are two types of rights to think about in this section. The teacher’s rights and the child’s rights. They both ‘have the right to the best possible classroom experiences- and that also means behaving appropriately, and politely, towards each other’ (Moyles, 2007) 

The following rights and responsibilities are outlined by DfES (2004) 

 

'Teachers’ rights – to be able to teach without hindrance, to feel safe, to be supported by colleagues, to be listened to.

Teachers’ responsibilities - to enable all children to learn, to seek out and celebrate improvements in learning, to treat children with respect, to create a positive classroom environment in which children feel safe and able to learn

Children’s rights – to be treated with respect, to be safe, to learn, to be listened to

Children’s responsibilities – to be willing to learn, to allow others to learn, to cooperate with staff and peers, to do their best' (DfES,2004). 

 

Having the opportunity to discuss with children about rights and responsibilities can empower positive learning behavior. Whilst on my teaching placement I was able to see the teacher tell the children they had the right to learn and the responsibility not to get distracted. Some children actually thought about who to sit next to in order for them to behave well.

 

3 Rules

Rules can help promote good behavior in the classroom. With the use of rules it promotes responsibilities. Rules are the mechanisms that interpret into child behaviours and provide them with physically and psychologically safe, predictable environments. Rules must be ‘positively worded few in number, realistic, focused on key issues and applied consistently’ (Arthur and Cremin, 2010) 

Therefore, by creating rules as a whole class children will have first-hand experience in being responsible. Roger (2006) considers that If children have not had a decent discussion on rules at a primary level, it can help to focus on the rules in our society (Roger, 2006). 

If children are familiar with rules it can help them become better citizens in our society and will reflect upon their behaviour. I have seen that getting children to remind each other of the rules allows them to be more attentive when it comes to their behaviour in the classroom and outside.

As a result, this then links with consequences, rewards and sanctions. In the classroom children will be praised when displaying positive behaviour. But then they will be provided with a sanction for any form of negative behaviour.

 

4 Routines

Routines can be seen as the foundation which interlinks rules. From teaching practice I was able to observe that when teachers’ have a regular routine in the classroom children have an understanding of what is required from them. By establishing clear and regular routines in an orderly manner will result with a smooth running classroom with minimal behaviour issues. In years 3 and 4 I was able to see a visible class timetable to show children what their school day involves. This can be seen as a beneficial strategy. Moyles (2007) believes that this strategy is useful because this way everyone will be able to anticipate what happens next (Moyles, 2007).

 

5 Relationships

Having a good relationship underpins all successful behaviour managements. By having a positive relationship with everyone you work with can help develop your experience at school. 

 

Use of Language 

 

 

 

 

 

 

Hughes and Vas (2005) believe that language is key when it comes to behaviour for learning. To help motivate pupils’ learning you should follow the three languages:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

By implementing these languages into your classroom, pupils can respond with positive behaviour and encourage their learning.