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Teachers manage behaviour in their classrooms using different

strategies and beliefs. These strategies and beliefs impact on
student and teacher behaviour. Discuss.
Behaviour management in the classroom refers to processes that aim to
promote positive behaviour and effectively eliminate negative behaviour.
This includes aspects of student-teacher relationship, teachers
approaches to addressing behaviour issues, as well as the use of
reinforcement. Blackman (1984) argues that teachers are important social
agents in the classroom, forming an integral part of the social setting.
Canter (2001) asserts that teachers have a right to teach, and a right to
expect students to behave. Although true, this does not indicate that
there is no implication for teachers to attempt to eradicate behaviour
issues if they are occurring. For many teachers, believing that they can
make a significant difference in the behaviour of their students carries
large risk, in that, if behaviour does not improve, it may be the teacher
that is contributing to its preservation (Hayes, Hindle & Withington, 2007).
The writer states that this was something personally witnessed in a school
experience, with a teacher admitting that despite behaviour problems,
they consciously accepted not to take responsibility and aim to fix this
because if she saw no progress, it would leave her feeling like a failure as
a teacher. The writer contends that teachers, however, need to accept this
responsibility and ensure that behaviour management techniques
including their relationship, responses and reinforcements are tested and
employed in the classroom, despite the notion of risk.
Teachers influence on classroom behaviour can stem immediately from
the relationship they have with their students. This includes how they
address situations, how students view their teacher and the interactions
and overall classroom mechanisms run. Alderman and Green (2011) state
that when student-teacher relationships improve, concurrent
improvements in classroom behaviour and increases in compliance of the
rule can be expected. It is stated that teachers should use their personal
characteristics to influence students to behave in positive ways. Showing
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students that you are a real person, getting involved with students and
being fun and personable can lead students to forge a bond that then
suggests because your likeability is increased, students will feel more
compelled to cooperate and act appropriately (Alderman & Green, 2011;
Del Guercio, 2011). While it is acknowledged that student-teacher
relationships are an important aspect in controlling behaviour, it needs to
be considered to know the boundaries and not to cross these. Not only
this, but it is claimed that some teachers in trying to increase their
likeability break the barrier between students and teachers down too
much. Walker (2011) argues that there should be no barrier at all between
teachers and students to allow for the rapport to strengthen desire for
positive behaviour, while Pianta, Hemre and Allen (2012) argue that there
needs to be some form of a barrier between teacher and student to
ensure that behaviour can be monitored and the line can be drawn so as
the students are aware of who holds the power. The writer contends that
between these two views, there needs to be a balance. Educators need to
break down walls to an extent that allows students to feel valued and
understood by their teacher on a personal level, but there needs to be
some distinguishment that the teacher is there to be exactly what the
name suggests; their teacher, not their friend. The writer acknowledges
from personal experience in the classroom that this balance can be
difficult to establish, but contends that teachers must work towards this to
foster an atmosphere that encourages positive behaviour from students
who respect their teacher on a personal level, but who appreciate their
role in the classroom as their educator.
The first component that must be addressed when behaviour issues occur
lies directly with the teacher, and that is the teachers response to the
undesired behaviour, if any. The first question that a teacher needs to ask
themselves when inappropriate behaviour takes place is not only Why is
this happening? but also What am I going to do about it?, and the
answer to this question is situational and also debatable. Del Geurcio
(2011) states that it is imperative that unwanted behaviour is verbally
addressed immediately, especially within the first few weeks of school to
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give the message that this poor behaviour will not be tolerated because
once control is lost, it becomes very difficult to get it back. He contends
that this verbal reprimand is important instantly so that other students
witness this and can see that unsuitable behaviour will not be accepted.
The writer opposes that this approach needs alteration, acknowledging
that it is agreeable that the behaviour needs to be tackled to set the
standard initially, however, depending on the nature, verbal reprimand in
front of the class may not be the most effective way to do so. Alderman
and Green (2011) argue that verbal reprimand in front of the class can be
effective as long as the language used is non-threatening and supportive,
using statements like I can see youre not feeling too great, go and take a
seat until you feel ready to learn rather than How dare you act this way
in my class!. The writer asserts that in personal experiences at school,
this non-threatening tone was much more effective in dealing with
behaviour issues, with the latter response doing nothing but aggravate
the student more, resulting in further episodes of bad behaviour. Canter
(2001) idealises that one-on-one verbal reprimand is much more valuable
as it ensures that students are not humiliated in front of others and as a
result are less likely to cause a scene and rather, take the instruction on
board. It is also recognised that it is important to alter this approach
depending on the student and the frequency of their behaviour as
sometimes those students who are getting this special treatment and
attention can become accustomed to responding only to the negative and
in some circumstances, it is best to ignore the behaviour rather than to
respond (Alderman & Green, 2011). The writer argues that despite
possible attention-seeking tendencies of some students with poor
behaviour, ignoring the behaviour altogether may impact other students
in their thinking that they can then act poorly and have no rebuke for this,
and if they then receive warning, it may result in a sense of unfairness.
The writer argues that it is agreeable that teachers should therefore
ensure that frequency of the conduct is noted, yet alter the way it is dealt
with rather than to completely overlook the behaviour.

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Teachers can practice numerous methods to work towards fostering

positive behaviour in the classroom and reinforcement is a common
technique. Reinforcement is a huge element of effective behaviour
management in many classrooms and it comes in numerous forms. Verbal
reinforcement of appropriate behaviour is agreed upon by many scholars
to be the fundamental tool teachers should use with it stated as being the
most powerful and meaningful for pupils (Hart, 2010; Sanders, 2007;
Hayes, Hindle & Withington, 2007). The writer contends that from
personal experience in the classroom, this works extremely effectively
with students seemingly responding much more to reinforcement of
appropriate behaviour when it is occurring rather than always dwelling on
the negative behaviours. Reinforcement can also take the form of use of
rewards to promote positive behaviour. This can include stickers, point
systems, raffle tickets and various other physical prizes that teachers may
use to entice their students into behaving well. There is a profuse amount
of debate surrounding the topic of reinforcement, both with verbal
reinforcement and reinforcement using physical rewards, surrounding the
idea of the potential effects on intrinsic motivation which is a large factor
to be considered. There is a substantial amount of argument that these
reinforcements negatively affect students intrinsic motivation to behave
appropriately, as they are always seeking some sort of reward, rather than
self-fulfilment and understanding that they are behaving in a positive
manner. In terms of verbal reinforcement, Cameron & Pierce (1994) state
that verbal praise has a greater influence on students behaviour than
tangible rewards. Leading from this, Deci, Koester and Ryan (2001) state
that verbal rewards may have a greater impact on students behaviour
than concrete rewards, but they also have quite a considerable controlling
aspect, which leads to students engaging in behaviours specifically to
receive praise, which in turn emasculates the intrinsic motivation. The
writer contends that it is imperative to remember not to prompt a
perceived idea of causality in the way verbal rewards are delivered as this
could then work to undermine the intrinsic motivation also with students
acting in the certain way because they feel pressured to do so. This idea
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of effect on intrinsic motivation is one that is mirrored in the debate

surrounding physical rewards, arguing that physical rewards to endorse
positive behaviour can lead to a decline in intrinsic motivation for a task
and decrease task performance once the reward is detached (Hart, 2010).
A study by Pierce, Cameron, Bank and So (2012) demonstrated, however,
that rewards can actually increase intrinsic motivation given that they are
tied to meeting progressive standards that are attainable. The writer
challenges that it is questionable, however, if these results would in fact
be sustained over a prolonged period of time and continue when the
reward was then removed. This goes hand in hand with the idea which
discusses that if students are given a raffle ticket for sitting quietly during
a task, for instance, when there comes a time that there is no raffle ticket
on offer, students are likely to begin to misbehave as that incentive for
their positive behaviour is no longer present. The timing of the rewards is
acknowledged, however, by Deci, Koester and Ryan (2001) who speak of
the notion that if rewards are given unexpectedly to students after they
have acted appropriately, then the rewards are less likely to be
experienced as the reason for doing so and therefore are less likely to be
detrimental to intrinsic motivation. The writer agrees that logically this
makes sense as if students are engaging in good behaviour without
knowledge that they are going to receive a reward for it, their motivation
is likely to be strictly intrinsic and providing them with a reward afterwards
may not affect this element. However, it must be acknowledged that this
might affect their performance next time, with students creating the
expectation that there might be a reward to follow, undermining their
intrinsic motivation towards good behaviour.

Teachers must acknowledge that elements of how they present

themselves to the students in the classroom as well as the approaches
they aim to use to encourage positive behaviour are factors that they
must consider in their teaching as each affect students behaviour in
different ways. The relationships that teachers have with their students
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needs to be supportive and nurturing while still holding authority to foster

good behaviour. Educators need to assess the way and frequency in which
they address inappropriate behaviour in a non-threatening manner in the
classroom and consider the effectiveness of different methods of
reinforcement in encouraging positive behaviour. Most of all, teachers
need to accept the responsibility they have in influencing the behaviour in
their classrooms and work towards using suitable approaches that
promote an environment that eradicates poor behaviour and rather,
endorses excellent behaviour.

Word count: 1894

References
Alderman, G. L., & Green, S. K. (2011). Social powers and effective
classroom management: Enhancing teacher-student relationships.
Intervention in School and Clinic, doi: 1053451211406543.
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Blackman, D. (1984). The current status of behaviourism and learning

theory in psychology. In D. Fontana (Ed.), Behaviourism and learning
theory in education (pp. 315). Edinburgh: Scottish Academic Press.
Cameron, J., & Pierce, D (1994). Reinforcement, reward, and intrinsic
motivation: A meta-analysis. Review of Educational Research, 64(3), 363
423.
Canter, L., & Canter, M. (2001). Assertive discipline: Positive behavior
management for today's classroom. Santa Monica, CA: Canter &
Associates.
Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic rewards and
intrinsic motivation in education: Reconsidered once again. Review of
educational research, 71(1), 1-27.
Del Guercio, R. (2011). Back to the basics of classroom management.
Education Digest.
Hart, R. (2010). Classroom behaviour management: educational
psychologists' views on effective practice. Emotional and Behavioural
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Hayes, B., Hindle, S., & Withington, P. (2007). Strategies for developing
positive behaviour management. Teacher behaviour outcomes and
attitudes to the change process. Educational psychology in practice,
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Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher-student
relationships and engagement: Conceptualizing, measuring, and
improving the capacity of classroom interactions. In Handbook of research
on student engagement (pp.365-386). USA: Springer.
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Pierce, W. D., Cameron, J., Banko, K. M., & So, S. (2012). Positive effects of
rewards and performance standards on intrinsic motivation. The
Psychological Record, 53(4), 4.
Sanders, T. 2007. Helping children thrive at school: The effectiveness of
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Walker, K. (2011). Play Matters: Investigative Learning for Preschool to
Grade 2. Victoria: ACER Press.