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found in formulaic approaches or implementing agreed school strategies but in
effectively organising learning, presenting information with spirit and sensitivity to
pupils needs, communicating ideas using appropriate terminology, and monitoring pupil
progress fairly. Most pupils respond well for the large majority of the time in school
when treated firmly, but also with kindness and respect. They appreciate boundaries of
acceptable behaviour that are consistently maintained by adults in school. Primary-aged
Primary education 18
pupils respond better to praise than to criticism and are more willing to persevere when
the content is interesting and worthwhile.
The establishment of rules and expectations that can be explained to children and
understood by them helps to promote a harmonious classroom climate, so that the
imposition of rules does not mean that children are prevented from expressing their
opinions and offering their ideas and perspective on situations. It is not always easy for
teachers to balance individual choice with the demands of the statutory curriculum;
nevertheless, choice with responsibility is the principal objective for all teachers to
inculcate in their pupils. The teachers who incur fewest discipline problems are those
who are willing to review procedures regularly, ensure that resources are available and
fairly distributed, and willing to explain to children rather than harangue them. Pupils are
drawn to adults who speak naturally, avoid nagging and keep things in proportion. Every
child wants to be reassured that the teacher is concerned with his or her welfare and
willing to make learning relevant and fun.
Many teachers use noise level as an indicator of whether pupil behaviour is
acceptable, though this yardstick is a rather crude measure as some children naturally
speak loudly and young children in particular may need numerous gentle reminders to
moderate their tone of voice. Teachers have to distinguish between intrusive forms of
noise that come from inappropriate behaviour and constructive forms of noise due to an
engagement with the task. Teachers use a variety of strategies to keep noise levels in
check, including having a tiptoes time for younger children (tiny voices and quiet
movements) or a lost in space time for older pupils, both of which signal that children
must work quietly. If the activities require collaboration, some noise is inevitable while
children discuss and grapple with the problem or investigation. To improve their
authority in a situation, many teachers deepen their voices and speak more slowly rather
than raising the pitch and occasionally punctuate their normal way of speaking with short
bursts of staccato speech to emphasise a point. Deepening the voice is particularly
important for women, as their higher-pitched voices tend to blend with the children s
voices and lose their distinctiveness. If teachers shout or attempt to over-speak the pupils
it merely adds to the cacophony.
Inexperienced teachers may unintentionally invite poor behaviour by becoming too
informal. Any mention of birthdays, children s parties, outings, sports days and concerts
evokes interest but also invites excitement and distraction. If one of these subjects
emerges unexpectedly, experienced teachers allow the initial wave of chatter to be
expended before insisting that the children give their full attention to the work.
Inexperienced teachers are more inclined to panic when there is a flurry of spontaneous
chatter because they imagine that they are losing control of the class. Teachers require a
considerable amount of confidence before they can enjoy a few moments of celebration
with the children without being sucked into the maelstrom, knowing that they can quickly
retrieve the situation.
The transition times between different phases of the lesson test the quality of pupils
self-control as they move about, access their trays or lockers and settle to the new task.
These changeover times benefit from very specific teacher direction, ensuring that the
children know precisely what they are supposed to do. It is essential, though far from
easy, for teachers to balance the need for speedily explaining the next stage of the lesson
A-Z 19
sufficiently thoroughly and keeping the children for too long, thereby inviting restless
behaviour.
Further reading
Behaviour4Learning: http://www.behaviour41earning.ac.uk/
MacGrath, M. (2000) The Art of Peaceful Teaching in the Primary School, London: David Fulton,
chapters 4 and 5.
Roffey, S. and O Reirdan, T. (2003) Plans for Better Behaviour in the Primary School, London:
David Fulton.
Visser, J. (2000) Managing Behaviour in Classrooms, London: David Fulton, chapter 6.
Wyse, D. (2002) Becoming a Primary School Teacher, London: Routledge.
BEHAVIOURISM
The behaviourist theory is based on an assumption that an external stimulus produces an
inner reaction in a person that then results in an outward response. According to
behaviourist theory, terms such as mind, sensation and feelings should be discarded in
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