Schools behaviour management

Boulton, M.J. (1993b). A comparison of adults and children s abilities to distinguish between aggressive and playful fighting in middle school pupils implications for playground supervision and behaviour management. Educational Studies, 19, 193—203. 

Purposes of teaching the snbject/topic Its contribution to the curriculnm Its relevance for pupils now and in the fnture Statutory requirements which need to be met How it contributes to the school aims Preparation Discipline/rewards procedures Attitude/role model Supervision, class management, discipline and order Behaviour expectations Clothing, footwear (personal protection) Jewellery Content Progression Organisation (pupils, equipment) Evaluation... 

The key objectives of the BIP are around the provision of full-time provision for excluded pupils, an audited and struaured approach to managing behaviour in schools, reduction of tmancy and the appointment of additional staff, particularly those from multidisciplinary backgrounds, to work in innovative ways to support vulnerable pupils and their families. 

Cahn and ordered behaviour from the children and consistency in how that behaviour is managed by staff were presented as prerequisites for learning to take place. The headteacher described this as his main priority when joining the school. A teacher who came to Kingsley shortly before him remarked When I first started we had some children climbing on the school roof and swearing. .. We don t see that extreme behaviour any more . 

Children s positive behaviour is reinforced through rewards in the form ofpraise, stickers and certificates, plus special events such as visits to the headteacher for the happy hour . The term punishment is not used, but rather consequences . These are intended to provide children with the opportunity to reflect on their behaviour. There is a designated behaviour support teacher who has responsibility for helping children manage their behaviour. In all om observations we saw teachers offering firm but positive reinforcement of acceptable behaviour. Teachers rarely raised their voices and children were generally calm and polite. Individual incidents of concern were dealt with swiftly so as not to disturb the work of other children. We also observed the consistent application of the school s behaviour policies as they were put into practice by teachers. 

The points above may seem to present a rather rosy view of the school. As noted earlier, some lessons we observed were actually fairly conventional in their structure, content and presentation. Also, managing the classroom behaviour of a few children seemed to be of real concern for some staff, who argued that a small number had the potential to disrupt the learning of many others. Furthermore, the family lives of some children were particularly difficult and complex and this too had an impact on their experiences at school. Nevertheless, the culture of Amadeus seems to be shaped by its arts-based curriculum which is premised on valuing all children and believing that each one can achieve in his/her own way. The role of the headteacher in leading and maintaining this core philosophy should not be underestimated. 

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