2. Establishing rules and routines
• Collaborative rules
• Modeling behaviour
• Organisation of classroom
• Assigning roles to children
• Consistency
• Fairness
Kelly, P (cited in, Cremin 2010)
4. Praise
•In order to work best rewards must be fit for purpose
(the reward must be something the pupils like)
•Praise within the classroom can promote effective,
sustainable learning
•Rewards show children that correct behaviour is
recognised and appreciated
When thinking about behaviour management strategies people tend to focus
on ways in which to control bad behaviour. However, it is important to
understand the effectiveness of rewarding good behaviour.
10. Behaviour Management Theory
• B.F. Skinner developed the theory of operant
conditioning. This is the act of a child
purposely behaving in a certain way in order
to achieve a desired outcome. For example, a
child who wants praise from the teacher will
conscientiously act in a way that they will be
praised for (Hansen, 2011).
11. More theory…
• Canter and Canter (1992) developed the
Assertive Discipline approach which involves
presenting clear boundaries to behaviour and the
use of non-verbal methods. Teachers should
consciously recognise good behaviour, for
example, a child that is sitting quietly should be
praised for doing so.
• Mujis and Reynolds (2001) state that when
teachers praise it must be sincere otherwise it
becomes tokenistic.
12. And some more…
• Weare (2004) argues strategies establishing
clear expectations and administering
sanctions are not sufficient for addressing
behaviour alone, and that theory of emotional
literacy is essential to understanding children’s
behaviour.
