Improving classroom behaviour (original) (raw)

Ch 13 on Behaviour in A Guide to Early Years and Primary Teaching

This chapter will: • help you understand why young children behave the way they do and explore alternative ways of thinking about behaviour in the classroom • determine what you can and cannot change • explore ways to promote a positive emotional environment for learning • outline strategies for teaching classroom behaviour • show how emotional literacy facilitates effective responses to challenges • identify unusual behaviours so you know when to ask for further advice • explore ways of working collaboratively with families • emphasis the importance of teacher wellbeing and ways to maintain this.

Managing student behaviour in the classroom

2008

This edition of the Research Digest summarises some key research studies that suggest answers to questions such as: How important is behaviour management in effective teaching and learning? Does good behaviour management lead to improved learning ...

Recent research on troublesome classroom behaviour

2009

A review is provided of recent research literature on the topic of troublesome classroom behaviour, published over the past decade or so with particular reference to research carried out in Australian schools. Nine Australian studies are reviewed, as well as a further seven from the USA, Hong Kong, Jordan, Greece and Malta. Seven of the studies deal with the early years and primary level of schooling, with six studies at the secondary level, and three that span primary and secondary levels of schooling. The following main themes are elucidated: the prevalence of behaviourally troublesome students; time spent managing troublesome behaviour; gender differences; and types of classroom (mis)behaviours, their severity and their frequency. Recent research confirms earlier findings that classroom misbehaviour is of widespread concern to teachers but that the main causes of disruption, while being frequent, are often relatively trivial in nature ('talking out of turn' behaviours in particular). While prevalence rates for troublesome students across classes are variable, boys are consistently identified as being more troublesome than girls.

Variations in teacher and pupil behaviours in Year 5 classes

2006

The Effective Preschool and Primary Education Project 3-11 (EPPE 3-11) involves a number of components of "Tiers" of research. Tier 1 involves the analysis of primary school effectiveness across all primary schools in England using value added approaches (Melhuish et al, 2006). Tier 2 focuses on following up the academic and social/behavioural progress of children in the original preschool sample across Key Stage 2 of primary education (age 7 to 11 years). In the original EPPE research children were tracked from age 3 years to the end of Key Stage 1, at aged 7 years plus (see Appendix O for the full range of EPPE Technical Papers). Tier 3 focuses on variations in classroom practice during Key Stage 2 focusing on Year 5 classes. It involves a sample of 125 schools and classes from among the 850 plus schools in which the EPPE children were located. This is the first paper in a series reporting on the classroom observations component of the study Tier3). It presents results of the analysis and comparison of classroom observations conducted in Year 5 classes in 125 primary schools during the spring and summer terms of 2004 and 2005. The paper provides a description of the sample of schools and details of the two observation instruments used. Interest centres on the extent to which the instruments identify variation between classes in different aspects of teachers' practice and in children's observed responses. In addition, analyses are described that explore the associations between several Ofsted measures of overall school quality and effectiveness ('improvement', 'teaching and learning'), and the observed measures of teachers' behaviour and children's responses. Further analyses also linking classrooms observations to value added indicators of school effectiveness derived from the Tier 1 component of the research using national assessment data are also described.