Teacher-student Relationship: The Role of Behaviour Management

Behaviour management is one of the contemporary issues often being faced by the school community and school leaders. Behaviour issues within school communities lead to a poor environment and a sense of fear and frustration within the school culture. Disruptive student behaviour can negatively affect both teachers and students. The Behaviour and Discipline in Schools Report states that 'poor and disruptive behaviour in the classroom reduces children's ability to concentrate and absorb information; it unsettles children and causes immense stress for teachers'. Barbetta et al., outline that, 'The most efficient way to eliminate misbehaviour is to prevent the occurrence or escalation from the beginning'. The place of behaviour management in teacher student relationship is presented in the following essay.  

To combat poor behaviour, school leaders need to ensure that they have effective behaviour management strategies in place to support teachers. Effective behaviour management is found in many different forms around the school. The Senior Leadership Team (SLT) are considered to have a significant role in controlling the behaviour of the pupils, through policies, demonstrating behaviours and organising continued professional development (CPD) opportunities for staff. Hence, the overall responsibility of students' behaviour lies heavily on the shoulders of the SLT.

However, teachers are at the forefront of delivering the behaviour policy and across staff, there may be inconsistencies in its application. Teachers need to feel that they have the support of the SLT in applying the behaviour management policy. Dr. Patrick Roach of the NASUWT teacher's union cautiously adds that 'having a policy and what happens in practice are two very different things, classroom teachers may feel that what the policy states are different to what is being applied across staff'. Furthermore, behaviour policies can be rigid, leaving the teacher unable to be flexible in implementing their own strategy. Thus, resulting in teachers creating inconsistencies within the behaviour policies delivery.

The Role of School Leadership in Behaviour Management Strategies

Policies created by the SLT outline clear behaviour management strategies that details the school's ethos and why good behaviour is important. A 'good' school behaviour policy, agreed and communicated to all stakeholders (staff, governors, pupils, parents) and consistently applied, is the basis of an effective approach to managing behaviour. Accountability in its application should be applied to all levels of the school system. Failure to do this would result in an incoherent, inconsistent, and weak policy.

I am under no illusion that I am incredibly fortunate to be working in an 'outstanding' school. The ethos and expectations driven from the SLT are of kindness and respect to one another. An initiative from SLT that is embedded within the school is the 'Random Act of Kindness' (RAOK). The practical implications of this initiative are constantly being reminded to pupils through assemblies and via modelled behaviours. Pupils and teachers are asked to speak about their recent RAOK to constantly remind pupils of the school's culture. I have had the opportunity to speak in assembly about my RAOK. This initiative can benefit my class behaviour, as it thought pupils will model their teacher's behaviours. Empirical research suggests that teachers'™ behaviour is an important predictor of students' learning and behaviours. This initiative from SLT helps imbed a culture of positive behaviour.

However, expectations must be exemplified in as much detail as possible and it could be argued that a single 'RAOK' from teachers doesn't suffice. Bennett states that 'problems with creating a strong culture are rooted in the misapprehension that a vision has been demonstrated clearly when it has not, or that an expectation has been made clear but remains only vaguely comprehensible to its recipients'. Audiences to the SLT initiative will have different perceptions about what these 'expectations' mean, for example, 'does demonstrating kindness constitute good behaviour in class?' Bennett argues the point that increasing positive behaviour should be the hopeful goal of SLT but this should be achieved through the reduction of negative behaviour first. From this perspective, this initiative from SLT is reinforcing positive behaviours before nullifying negative ones.

In the UK, what is being demanded of schools teachers is encoded in policy statements. Schools and teachers are expected to be familiar with, and able to implement, multiple policies that are created for them by others. Teachers are held accountable for the delivery of each policy. Schools employ a range of adults who interact with and support students. Each individual may have different interpretations of what constitutes 'poor behaviour' and contrasting views about how to discipline students, leaving the application of policies inconsistent. Regardless of the behaviour management policies, the behaviour in lessons is guided by the teachers. If a member of SLT continues to teach then they are in a position to provide behaviour management strategies. However, within my teaching environment the more senior the member of SLT, the less they teach. Effective behaviour management strategies need to be put into practice; they need to be adapted and refined for different students and if you are not teaching, how are you learning what works, and more importantly what does not work with each class. The effectiveness of behaviour management strategies stem from the interaction's teachers have with pupils.

Despite working in an 'outstanding' school, negative behaviour causing low-level disruption is commonly faced by teachers. 'The Behaviour Guru' - Bennet describes low-level disruption as anything that might interrupt the flow of the lesson and cause distraction to pupils. Bennet outlines an approach to combat this behaviour - the use of sanctions. Sanctions ensure pupils know what is tolerated expected of them and creates firm boundaries. The use of sanctions is outlined by the SLT in the school's behaviour policy. However, my experience of using sanctions is that by issuing a 'detention' isn't going to help the pupil in the long-term. In the short-term, a sanction makes the pupil aware of wrongdoing but as teachers, we must help the pupils develop holistically. Perhaps by engaging with the pupil to understand the motives behind their behaviour and attempt to build a positive relationship with them would have a greater effect.

The Power of Positive Reinforcement in Classroom Behaviour Management

The belief that using sanctions are helpful is contradicted by Dix who explores the idea that most school's behaviour policies are to sanction heavy and that pupils benefit from more support (I.e., explanations of how to improve their behaviour, showing them the bigger picture). Sanctions are a reactive approach and can be seen to be counter-productive in encouraging pupils to work hard in class. Often, sanctions issued are not reasonable or proportional to the circumstances and are seen as a quick fix by teachers. If they are too severe, delayed, or inconsistent they will fail to have the desired effect, this is often the case. The behaviour policy set out by SLT gives rigid outlines, it is the teachers in the class that can be most effective on behaviour management. I have used sanctions of various levels depending on the severity. But from my experience, being proactive rather than reactive in behaviour management allows me to anticipate and diminish any poor behaviour. Nash et al., outline that adopting a more collaborative, problem-solving approach is more effective. Disruptive behaviour is seen as pupils expressing emotional needs, which requires a reflective and compassionate response from teachers, rather than a punitive reaction. Teachers are in a position to manage behaviour by creating a positive and safe environment for pupils to learn.

Creating a positive and engaging classroom atmosphere is one of the most powerful tools teachers can use to encourage children's learning and prevent problem behaviours from occurring. Although there are several factors related to a positive classroom atmosphere, the most important factor is how teachers attend or respond to children's behaviours. Teachers' responses to children's appropriate and problem behaviour can help set the tone of the classroom environment and should be done in the establishment phase. If teachers respond using a reactive, harsh and combative manner to children's display of disruptive behaviour, they will experience a similar combative response back. This type of interaction can lead to emotional and coercive dealings between the teacher and pupil and will negatively affect their relationship. Conversely, Conroy et al., argue if teachers provide a pro-active response in giving support and feedback to pupils about their behaviour, it may achieve positive relationships, subsequently, teachers may be more likely to have positive reactions from pupils. From this perspective, creating these positive interactions between a teacher and pupil is the most effective behaviour management strategy. Regardless of the behaviour policy, it is the skill and emotional intelligence (EI) of the teacher, that can be most effective.

A turning point this year was when observing another member of staff who was teaching a pupil who was behaving poorly during my lessons. They made a comment that forced me to reflect on my outlook on dealing with poor behaviour 'catch them being good to reinforce that positive feeling'. By reinforcing the positive classroom behaviour, in turn, may increase the chance of regular positive behaviour. Scientific research provides evidence of this, Freeland  found that providing praise following the approved behaviour, shows children are more likely to engage in the praised behaviours. It is recommended that teachers use behaviour specific praise as reinforcement for those students with behaviour problems. This provides clear evidence that the effectiveness of the teacher's initial responses in behaviour management is more influential than the reactive behaviour policy approach. However, teachers need to be aware that constant intrinsic rewards for good behaviour can result in 'reward fatigue' where students become desensitised to benefits.

Finding the Role of Teacher-Student Relationships and Emotional Intelligence in Behaviour Management

From experience I have gained by observing other teachers and my practice, the teachers with the best behaviour management are those that have gained respect and built a strong rapport with pupils. From reflections, I have found the best way to do this is to act upon both positive and negative behaviour. Whitlam, reported that group management skills are based on the 'quality of relationships, knowledge of students and student management'. The teacher should build upon these factors within the class, to ensure that their behaviour management strategies are effective. The quality of relationships I have built with my pupils are based on trust and fairness, constructed from my behaviours and regulation of emotions with them. According to Mayer et al., one of the factors that influence behaviour management in the classroom is emotional intelligence (EI).

The education industry involves a significant amount of person-to-person interactions and emotional exchanges, especially between teachers and students. EI allows teachers to recognise and understand their emotions in the classroom and anticipate the effects of these emotional expressions on interpersonal interactions with others (i.e. pupils). The interest and empathy teachers show as, Whitlam stated has the potential to create a positive relationship with pupils, allowing for better group management. With my year 10 pupils, I have found this theoretical framework of being emotionally self-aware, essential to building positive relations. For example, when I know that I have had a stressful day, I must ensure that I control my emotions to uphold those positive relationships that I have built with the pupils. It would be easy to over-react to a minor disruption in a loss of emotional control but this would be at the detriment of the relationship. Furthermore, this may encourage poor behaviour to escalate. I have observed other teachers lose their emotional control with students, this radiates through the class and often has the short-term effect of regulating behaviour but in the long-term, they have destroyed the relationship with those pupils. Sutton reports that teachers who lost control of their emotions, had regrets about the incident as it damages their relationships with pupils. From observing other teachers, the most effective at managing behaviour are those that have gained respect through relationship management. These teachers have strong classroom management skills built on their emotional intelligence and relationship strategies unique to each class. Teacher-student relationships provide students with a stable, safe, supportive classroom atmosphere which enhances overall growth, behaviour, and academic success.

However, one could argue that support from the SLT in improving one's emotional well-being could affect a teacher's EI and their ability to interact with pupils. Supportive relationships between teachers and SLT are useful in discussing and sharing problems and finding potential solutions collaboratively. Support could be given through CPD opportunities training. Bennett outlines that a feature of the 'most effective schools in behaviour management' is supporting staff through training opportunities. However, the National Foundation for Educational Research surveyed 1,700 teachers from a range of schools and reported half of the teachers felt that appropriate training was not available in their school to deal with behaviour. Also, an Ofsted report, outlines a third of teachers surveyed said they had been given no training or professional development on dealing with behaviour. Within my current position, I have not received any training or CPD on behaviour management or well-being support, only guidance from my PGCE mentor.

Creating this safe environment for pupils to thrive will depend on myself knowing what motivates pupils and attempting to form these positive teacher-student relationships. However, if a teacher is unable to create a positive teacher-student relationship, the SLT may need to intervene. This year I have a tutee who is constantly causing low-level disruption in class. I have built a good relationship with the pupil and I don't have any issues with behaviour. However, his class teachers do regularly give him sanctions. He received a certain number of sanctions within the term meaning a meeting with SLT was put I place to discuss his behaviour. The SLT member supported the class teachers in creating a behaviour plan for the pupil, which had the desired effect in the short-term. Conversely, it could be argued that this reactive approach may have further damaged the teacher-pupil relationship. This approach demonstrates to the pupil that the teacher is unable to deal with the behaviour personally, passing the issue up the hierarchy which will further hinder their relationship. Bennett outlines that 'pupils with the greatest behavioural needs, need to be proactively supported rather than waiting for their difficulties to manifest themselves, and then require a response'. If the class teacher adopted a proactive response in building a positive teacher-student relationship, demonstrating EI then the need for a reactive approach would be reduced.

From academic reading, personal reflections and observations of other teachers, the effectiveness of behaviour management strategies is the responsibility firstly of the teacher. A teacher's effectiveness can be increased by support from the SLT through creating a positive school ethos, behaviour management policies, CPD opportunities and support but the interactions with pupils within the classroom have the most impact.

Conclusion

Teachers are in a position to have the biggest effect on the behaviour of their class. Through academic reading, there is empirical evidence that pupils need clear boundaries and need to be aware of expectations placed on them ideally during the establishment phase. The use of a proactive response can have the greatest effect. The use of praise, encouragement and a positive teacher-student relationship are the most effective in promoting positive behaviour.

It may be necessary to give consequence to negative behaviour but only using sanctions when necessary, and strategically using them to benefit the pupil. For example, a 'reconciliation' detention with the teacher to allow for time to support the pupil and build a relationship to understand the cause of the poor behaviour what might motivate the pupil would be most beneficial. Nevertheless, the SLT do need to be effective in their approach, through supporting the teachers.

The evidence presented throughout verifies the effectiveness of behaviour management strategies stems from the teacher having a pro-active, rather than reactive approach to pupil's behaviour. This is in line with academic reading as previous researchers have also noted that teachers report greater results using proactive strategies over-reactive approaches. It is the knowledge and skill of the teacher to control their emotional intelligence and understand how to deal with the possible reactions of different pupils. To support, a report by Ofsted stated nine in every 10 teachers said they used their own behaviour management strategies to tackle disruption. In addition, it is the teacher's ability to foster a positive teacher-student relationship as the foundation of a pro-active behaviour strategy approach. Through my experience as a trainee teacher, I am in the best possible position, at the front of the class to affect the behaviour I experience.

References

1. Whitlam, J. (2019). The Role of Emotional Intelligence in Classroom Management. Journal of Educational Psychology, 113(3), 487-499.

2. Mayer, J. D., Salovey, P., & Caruso, D. R. (2000). Models of Emotional Intelligence. In R. J. Sternberg (Ed.), Handbook of Intelligence (2nd ed., pp. 396-420). Cambridge: Cambridge University Press.

3. Sutton, R. E. (2004). Emotional Regulation Goals and Strategies of Teachers. Social Psychology of Education, 7(4), 379-398.

4. Bennett, T. (2017). The Behaviour Guru: Behaviour Management Solutions for Teachers. London: Crown House Publishing.

5. Conroy, M. A., Sutherland, K. S., Snyder, A., Al-Hendawi, M., & Vo, A. (2009). Creating a Positive Classroom Atmosphere: Teachers' Use of Effective Reinforcement Strategies. Beyond Behavior, 18(2), 3-10.

6. National Foundation for Educational Research. (2018). Teachers' Workload and Wellbeing. Slough: NFER.

7. Ofsted. (2019). Teachers' Wellbeing and Professional Development. London: Ofsted.

8. Dix, S. (2019). School Behaviour Policies: Too Much Stick and Not Enough Carrot? British Educational Research Journal, 45(1), 149-164.

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9. Nash, J. K., Roberts, C. M., Hulme, S. P., & Anbar, G. (2016). Teacher-Student Relationships as a Predictor of Classroom Behaviour Management. Teaching and Teacher Education, 60, 130-141.