Session Information
01 SES 03 C, Issues in Improving Schools
Paper Session
Contribution
The research focuses on the question of what qualities, interventions and experiences contribute to the ability of teachers and student teachers to manage pupil behaviour effectively. The ability to create and sustain a calm and ordered classroom environment which is ideally conducive to pupil learning is an important facet of teacher professional development. Several studies have indicated that classroom climate has an important effect on pupil attainment (see, for example, Hay McBer, 2000, Wragg, 1997).
Although some of the discourse relating to classroom climate and pupil behaviour is sometimes framed in terms of simple prescriptions and adherence to school behaviour policies (‘Don’t smile before Christmas’, ‘Be consistent’, ‘Use the school system’), there is evidence to suggest that the working atmosphere in the classroom is influenced by a complex range of factors, including the complex and sophisticated skills which teachers can develop in their experiences of working in classrooms (Elliott, 2009). However, such skills do not develop from teaching experience per se; there are many teachers who have worked in classrooms for many years who do not reach expert levels in managing pupil behaviour, and others who quickly become accomplished at this facet of teaching expertise. Moreover, there are considerable 'in school' variations in classroom climate, not just differences between schools.
The theoretical framework underpinning the research is based on the paradigm of ‘professional voice’ (see, for example, Goodson and Hargreaves, 1996), and Klemp’s model of situational understanding in the professions (See Elliott, 1991).
The scale encourages teachers, student teachers, school managers and school governors to reflect on the factors influencing the working atmosphere in the classroom. The scale has been widely used in teacher education in the UK and beyond. (Details of the scale and its use can be accessed at http://www.uea.ac.uk/~m242/historypgce/class_management/10pointscale.htm). Given that deficits in classroom climate and pupil behaviour are not limited to the UK, the scale should also be of use and interest to those involved in teaching and teacher education in other European countries.
Method
Expected Outcomes
References
Elliott, J. (1991) Action research for educational change, Buckingham, Open University Press. Elliott, J. G. (2009) The nature of teacher authority and teacher expertise, Support for Learning, Vol. 24, No. 4: 197-203. Goodson, I. and Hargreaves, A. (Eds) (1996) Teachers’ professional lives, Lewes, Falmer. Hay Mcber (2000) Research into Teacher Effectiveness: A Model of Teacher Effectiveness Report by Hay McBer to the Department for Education and Employment - June 2000, London, DfEE. Haydn, T. (2012) Managing pupil behaviour: working to improve classroom climate, London, Routledge. Wragg, E.C. (1997) ‘Too hot to trot in the discipline dance’, Times Educational Supplement, 19 September.
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