The aim of this essay is to create a body of knowledge for follow-on research in the field of behaviour management in primary classrooms. For this purpose, information was gathered through observations, as well as through the study and analysis of materials presented in books, research journals and professional publications, so as to determine how teachers and schools establish and maintain a high standard of behaviour in order to promote effective learning. On initial consideration, the question posed here seemed to bracket a few main points of the subject, but that impression appeared to be inequitable, especially when it came to making judgments concerning different theories and approaches to the matter.
[...] For example, Riverside Primary School uses the Whole School Awards System, where the children collect stickers in their own workbook over a half term period. At the end of the term the children, who have enough stickers in their books are invited to join the whole key stage such as a visit by a magician or a school trip. Wragg suggests (1993: 12) that system of rewards helps to create environment, where "teachers are less likely to issue commands, use reprimands or punishment . [...]
[...] (1985) Positive Behaviour Management, Beckenham, Croom Helm Docking, J. (1998) Managing Behaviour in the Primary School, Second edition, London: David Fulton Publishers Kohn, A. (1995) Punished by Rewards(Online). Available from: http://www.ascd.org/readingroom/edlead/9509/kohn.html (Accessed 3 November 2002) Lawrence, D (1988) Enhancing Self-Esteem in the Classroom, London, Paul Chapman Maslow, A. (1970) The Farther Reaches of Human Nature, London, Viking Press McNamara, S., Moreton, G. (1996) Changing Behaviour: Teaching Children with Emotional and Behavioural Difficulties in Primary and Secondary Classrooms, London, David Fulton Mosley, J. (1996) Quality Circle Time in the [...]
[...] A number of discipline models emerged from this theory to help teachers develop a structured approach to managing behaviour in primary classrooms in Britain. One of the best-known models is the Behavioural Approach to Teaching Primary-Aged Children, produced by a team from Birmingham University. It places a primary focus on ethos, rules, rewards, punishment and strategies, and is particularly aimed at reducing low-level misbehaviour by encouraging a positive teacher approach in the classroom. Another model, Building a Better Behaved School, was developed in Leeds. [...]
[...] While discussing sanctions with a pupil, it must be also made clear what changes in behaviour are required to avoid future punishment. Following this principle, teachers of the nursery and reception classes in Riverside Primary School usually remove a child from the activity and explain him quietly the consequences of his misbehaviour and ways of avoiding it. Sanctions used in primary schools range from expressions of disapproval, through withdrawal of privileges (e.g. exclusion from treats, loss of playtime or lunchtime) to referral to the headteacher, letters to parents and, ultimately and in the last resort, exclusion. [...]
[...] Educators' attempt to refocus from the organisational level of behaviour management to the learner came to fruition in a form of a relatively new model for primary classroom known as Turn Your School Round. It combines the need to foster a more positive impression of education in the minds of the pupils with their ability to function as team members. Mosley (1996) claims that Turn Your School Round provides the opportunity to help children move away from being trapped into a self-fulfilling negative cycle of unacceptable behaviour, thereby improving behaviour, achievement, school ethos and, ultimately, enabling the teacher to focus on teaching. [...]
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