Lord Elton's Behavior Report

Classroom management skills lay the foundations to fashion a smoothly run, productive classroom environment. Dealing with behaviour is often a strong contributor to the daily stresses experienced by many teachers and support staff, with Burnard stating that ‘Behaviour is a complex and infinitely interminable exploration’, (Burnard, 1998, p.1). This will be considered in regards to a primary school setting, discussing crucial matters that may tackle the ever growing issue of behaviour. Such elements that are of particular significance are the whole school approach to behaviour, the effectiveness of the classroom environment and the use of rewards and sanctions.
Ofsted’s recent declaration of unannounced behaviour inspections in September 2014
His findings influenced transformation as schools showed a united approach to dealing with behaviour difficulties in a systematic way specific to each individual institiution. This meant schools worked tirelessly to create whole school polices that were expected to be adhered to by all children and implemented by all teachers and support staff. Elton believed that these policies should include a minimum amount of rules that was sustinct enough for the children to follow successfully. The ‘importance of personal and social education as a means of promoting the values of mutual respect, self-discipline and social responsibility which underlie good behaviour’ (DFE, Elton report, 1989), was stressed and has since been emphasised through the curriculum since 2000 in subjects such as PSHE and more recently SEAL. Its aim was to help children and young people progress as individuals and as members of families and social and economic communities, by preparing young people with the awareness, judgement, outlook and pragmatic skills to live healthily, securely, efficiently and
The policy expresses how staff should not expect that children may instinctively behave the way we deem to be suitable, “We should make explicit our expectations and teach and model “good” behaviour” (School behaviour policy, Appendix 2) Teacher X verbalises her expectations before instructing children of their tasks which enables children to continue with their work knowing what has been asked of them. She complies with the ‘democratic leader’ model discussed by Lewin in regards to his view of basic management approaches. Teacher X often speaks to children in regards to the choices they make, whether they are bad decisions to behave inappropriately and gives the children the opportunity to think of ways to rectify these behaviours, which complies with the school policy of ‘showing good self-discipline and making good choices…explaining the alternatives and potential consequences’ (School policy, Appendix