Rules and Routines

Any teacher must retain authority in order for effective learning to take place (Kyriacou, 2007, p. 86). The utilization of specific rules and routines will not only reinforce a teachers authority, but increase a sense of safety and security within students (Leach, 2006, p. 107). In order for students to behave in a certain manner, they need to know what is expected of them. Therefore a teacher will need to determine his/her expectations and decide on a means by which to communicate these expectations to the class. After spending two weeks in the classroom, I undoubtedly agree that the benefits of suitable rules and routines cannot be underestimated. I was enlightened by the impact that a single, seemingly negligible rule can have on classroom management as a whole and consequently the overall environment within that classroom. For example, during my first few lessons, I did not enforce the rule that pupils must raise their hand before answering a question. This led to pupils anxiously raising their voice in competition to answer a question which inevitably resulted in unacceptable noise levels. Upon reflecting on this, I decided to enforce said rule after which the overall classroom environment became much more calm and amiable. This scenario could be applied to several other rules and routines. I did encounter a small problem with regard to rules and routines however. Although most pupils adhered to implemented rules with little or no imposition, there were a number of pupils in each class who consistently violated certain rules. It seems that these pupils continue to misbehave despite warnings and punishments. Additionally, said pupils seem to become annoyed and frustrated upon being corrected. This results in a tense teacher/pupil relationship which in turn adversely effects the whole classroom environment. In conclusion, my classroom management strategies have not been completely effective hence they ought to be revaluated. After reflecting on individual pupils behaviour and consulting with co-operating pupils, I have reason to believe that pupils involved may be affected by emotional behavioural difficulties. Causes for emotional behavioural difficulties can be categorised under four main headings namely; behavioural, psychodynamic, bio-psychological, eco-system approach (cited in Bentham, 2002, p. 139). Upon consulting with my co-operating teachers, it appears that the pupils whom I am finding difficult to manage come from somewhat undeerprivelidged backgrounds. In one case, my cooperating teacher adivsed that notes home, getting work signed by a parent, or contacting the pupils parent should be avoided as the particular pupils parents were almost completely disengauged from the pupils education. Susan Bentham, an experienced psychology A level teacher and examiner for the AQA examination board, examines a collaboration of theories regarding emotional behavioural difficulties. In accordance with Benthams findings I have concluded that the pupils in question are

affected by emotional behavioural difficulties of a behavioural or psychodynamic nature (Bentham, 2002, pp. 139-141). The behavioural approach was concluded on the basis that when a pupil is punished upon misbehaving s/he feels rewarded on the basis that any attention is better than no attention. This, in turn, leads to more challenging behaviour (Bentham, 2002, p. 145). This is applicable to a number of incidents I have encountered to date. If Skinners theory of positive reinforcement is applied to this situation with positive attention being provided to the pupil whilst they are behaving, the pupil will be less likely to be disruptive as he/she will have received the attention he/she sought (Kyriacou, 2007, p. 103) (Howarth & Fisher, 2005, p. 42) (Perrott, 1982, p. 97). I was apprehensive about employing this strategy however as I was concerned that it may cause controversy within the classroom if other pupils feel unfairly treated upon observing me being lenient with the pupils in question. According to Bentham however, such a problem is resolvable by a discussion with pupils who feel I have been inequitable (Bentham, 2002, p. 146). The psychodynamic approach states that the issue is manifested in an individual since early development when there is failure to strike a balance between being neglectful and over protectiveness with an attention seeking child. When this balance is reached the child will, over time, employ a more socially appropriate way of seeking attention. If the balance is not reached, an older child will exhibit behaviour used at a much earlier stage of development. This theory is only applicable to one pupil I am dealing with. The particular pupil is what some people would label the class clown. It seems that he is not comfortable unless he is the centre of attention. He has a tendency to call out across me when I am speaking and when asked a question, despite knowing the answer he attempts to make a joke or mock the question. Although this description does not entirely fit the criteria mentioned above, the signs and symptoms of emotional behavioural difficulties of a psychodynamic nature are quite close to the behaviour this pupil is displaying. The fact that pupils behaviour does not completely correspond with the condition warrants caution however. It is essential that general naughtiness and emotional behavioural difficulties are unmistakeably distinguished (Daniels, et al. 1999). Before I start treating the pupil as though he is affected by emotional behavioural difficulties I must ensure that that is in fact the case. If so I must accurately identify the route of the problem subsequent to which the adults must meet them at the level they have reached and offer the structures, the level of control, the teaching and the emotional acceptance and encouragement necessary for the child to move on (cited in Bentham, 2002, p. 141).

Bibliography
Bentham, S. (2002). Psychology and Education. East Sussex: Routledge.

Canter, L., & Canter, M. (2001). Assertive Discipline. Bloomington: Solution Tree. Daniels, H., Visser, J., Cole, T., & de Reybekill, N. (1999). Emotional and Behavioural Difficulties in Mainstream Schools. Birmingham: School of Education. Howarth, R., & Fisher, P. (2005). Emotional an Behavioural Difficulties. London: Continuum International Publishing Group. Kyriacou, C. (2007). Essential Teaching Skills. Cheltenham: Nelson Thornes Ltd. Leach, S. (2006). How to be A Successful Secondary Teacher. London: Continuum International Publishing Group. Perrott, E. (1982). Effective Teaching. London: British Library Catalogue in Publication Data.