Nikitha Peter
PET10300824
Debates
There are many debates when it comes to behaviour for learning.
A survey carried out by the Association of Teachers and Lectures (ATL) found a sharp rise in disruptive behaviour in the classroom.
Is this because teachers were bot able to control children’s behaviour ?
Was it because the THREE positive relationships were not used effectively?
David Didau (2012) believes that society get good behaviour confused with good behaviour for learning. Children are at school to learn and not to behave. Disruptive behaviour that you see in the classroom should be perceived from a positive manner (Didau,2012)
This is a list of good learning behaviours from the Project for Enhancing Effective Learning (PEEL)
On the other hand, Ellis and Tod (2009) want you to focus more on reducing behaviours that are considered troublesome, counterproductive and disruptive. You need to develop and encourage behaviours that will help improve learning (Ellis and Tod, 2009)
A recent initiative in the area of behaviour has come into place from Charlie Taylor DfES, (2012) who is an expert advisor on behaviour. He put together the checklist framework which can be used by teacher to encourage good behaviour.
Nonetheless, the checklist has a strong emphasis on behaviour management and not on the improvement of learning behaviours. If you decide to use the checklist ensure that you adapt it to meet your class’ needs and incorporate points that encourage positive learning behaviours. For instance, the point about Praising children when doing the right thing instead of criticising those who are doing the wrong thing (Parallel praise) (DfES, 2012) . With this kind of attitude I believe that the classroom environment will be calm and children will start to get into the routine of ‘doing the right thing'.
The role of intrinsic and extrinsic motivation
The use of intrinsic and extrinsic awards can be debated.
Intrinsic
Children aim to reach as they
internally want to achieve and do not need a
bribe to complete their goal
Extrinsic
Where children receive prizes and treats. Therefore, it can be seen as more awards based.
Landen and Williams (2001) argues the use of extrinsic rewards in the classroom will motivate them to do their upmost for a reward instead of achievement. And it might not be powerful enough to control children’s negative behaviour in the classroom (Landen and William, 2001) . Thus, children will get into the habit of behaving well only to know that they will be treated with a reward. As the teacher you should use rewards to a certain extent but in moderation.
Please note this is an appendix