Effective School Systems Employed within a School Behaviour Management Policy - Research Proposal Example

Individual Report: ‘Effective School Systems Employed Within a School Behaviour Management Policy to Support Good Behaviour Table of Contents Table of Contents 2 Introduction 3 Aims of the Study 3 Hypothesis 4 Instruction 4 Methodology 7 Analysis 8 Conclusion 9 References 10 Introduction ‘Effective School Systems’ is identified to be used in the education system of United Kingdom (UK) as an important measure of ensuring that positive behaviour is promoted amid all students. Effective School Systems programs are based on research-validated strategies in order to ascertain that students develop a common behaviour as expected as well as valued by school community and settings. Effective School Systems assists in developing a positive environment where students are taught to behave properly, positively acknowledge desired behaviour and ensuring constituency along with stability in the process of interaction between staff and students. In this context, teachers are recognised to be playing a decisive role in the effective implementation of Effective School Systems and support positive behaviour (McKevitt & Braaksma, n.d.). Aims of the Study The deployment of ‘Effective School Systems’ within a School behaviour management policy is important for the promotion of positive behaviour amid students. Teachers are identified to play an effective role in supporting and implementing of positive behaviour in accordance with a school environment and settings, so that students develop a common behaviour. In this regard, the aim will be to determine the effectiveness of teachers in managing behaviour of students in a classroom. Additionally, the roles of teachers are also identified in order to ascertain the process based on which positive behaviour is promoted in classrooms. The aims of Effective School Systems are provided hereunder. To improve the education standards as well as connection of individuals associated with a school To ascertain the effectiveness of teachers in managing students in a classroom To enhance and promote positive behaviour in classrooms Hypothesis The hypothesis formulated is provided hereunder. Null hypothesis (Ho): Teachers do not play effective role in the implementation of Effective School Systems and support positive behaviour Alternate hypothesis (H1): Teachers play effective role in the implementation of Effective School Systems and support positive behaviour Instruction The Teach First teachers in order to share their experiences and determine their roles about teaching are identified to arrange meetings. In this context, the teachers perform their teaching role as a group. Additionally, teachers share ideas as well as research on school policies and education policies through emails and personally during holidays. Accordingly, the teachers determine their role to play in order to promote good behaviour management and rewards or sanctions policies that are to be administered by school authorities for enhancing classroom environment. In the implementation of Effective School Systems in schools, teachers are recognised to be playing an effective role in the promotion of positive behaviour. In the UK, fresh graduates have plunged in the field of educating children as represented in the series Tough Young Teachers (BBC3) to teach in schools located in deprived areas organised by Teach First charity organisation. In the series, there are six fresh graduates depicting various aspects that are associated with the teaching students in a classroom. In this context, the series revealed that teachers encounter different issues while teaching in classrooms. Subsequently, the series provides immense understanding to fresh graduates qualified as teachers with the aim of tackling with the issue of inequality in the educational system (The Independent, 2014). In the tough young teachers’ series, amid the six fresh graduates, Meryl Noronha has been assigned to teach the subject of English. Meryl in the series has noted that teaching is attached with different difficulties in relation to inappropriate authority and troublesome students. Additionally, teachers also face the problem of chaotic as well as unorganised classroom environment. In this regard, Meryl was determined to teach students in a strict manner. However, the approach of teaching adopted by Meryl did not seem to be appropriate in managing the students depicting irrational behaviour and attitudes. In this respect, she was also offered with additional support from the school authority, she was associated with. She was also provided with the notice of improving her teaching abilities, so that a suitable classroom environment was developed (Crawford, 2014). The six fresh graduates in order to conduct their teaching classes are offered with certain instruction in relation to teachers’ powers to discipline as well as punishing students with poor behaviour in order to maintain positive behaviour in school and classrooms. During the class session, Meryl was unable to control the behaviour of the students for simultaneous misbehaviours. She was struggling to reorganise the students in the classroom but failed in her approach. She failed in having appropriate assistance from the education system. The education system mainly aimed at avoiding failure in classrooms rather that providing suitable instructions based on which Meryl could be successfully implement in teaching as well as managing the students. Subsequently, Meryl was advised to improve her performances or else she might lose her job (Associated Newspapers Limited, 2014; Mclnerney, 2014). In this regard, the Teach First teachers are provided with the instruction of teaching students in a classroom as a whole and not individualistically. Additionally, teachers are instructed to conduct classes beyond the stated curriculum, as a mean of improved inspiration for students. Respectively, fresh graduates in the teaching professionals are required to be over-prepared in order to manage students effectively. Additionally, students should be provided with constant caring behaviour for successful bad behaviour management (Crown, 2014; Mclnerney, 2014). Thus, implementation of Effective School Systems is essential in ensuring that good behaviour prevails in education system for better effective learning. Effective School Systems also determined to be an important consideration in learning based on which teachers and staffs are motivated in conducting their activities as a team. Communication is an important consideration based on which behaviour of students in classroom can be managed successfully (Prozesky, 2000). In this respect, a school with the implementation of Effective School Systems is able to develop an organised as well as tension free environment, for providing better learning services to students. Additionally, teachers are required to communicate with students effectively in order to develop an efficient relationship (Kraft & Dougherty, 2012; Westleigh High School, n.d.). Methodology Research approach is an important aspect of any research. The appropriate selection of research approach forms the basis for a reliable study. In this study, a systematic approach will be followed for accomplishing the desired aims as well as objectives successfully. Contextually, a qualitative research approach will be used, as it is a procedure of ascertaining values, perceptions, as well as attitudes of individuals in an enhanced manner. A qualitative approach will assist in having an immense understanding about the different aspects of managing students in a classroom effectively. Additionally, qualitative approach will also aid in having an immense understanding about effective school systems that are essential for managing as well as supporting good behaviour amid students (University of Bradford, 2012, Hancock, 2002). Furthermore, an observation method will be adopted in this study with the intention of having an entire perception of an incident. In this study, the observation method will be of immense importance in measuring the effectiveness of teachers in managing students in a classroom. The method will be appropriate for the study owing to the fact that information about the effectiveness of teachers can be directly traced during classes (Cengage Learning, n.d.). The observation method will assist in identifying the role of the six fresh graduates associated with teaching in schools located in deprived areas of the UK. A better understanding about the different aspects in relation to their progress made as a teacher in managing students. Additionally, the methods will also assist in obtaining adequate information about the area covered and the areas that are to be improved. Data collection is an essential part of a particular research procedure or study. Accurate data should be collected with the intention of obtaining reliable findings. There are two types of data collection technique which include primary and secondary data. In this study, primary data will be collected from the six teachers during their group meeting. In the group meeting, each of the individual are provided with different key questions. The individuals are offered with the opportunity of researching their individual information in a thorough manner. Additionally, secondary data will be collected from different secondary sources that include journals, books, and online articles. The information gathered from the secondary sources will assist in obtaining a comprehensive understanding about the facts related to Effective School Systems and its importance. Analysis From the primary and secondary data collected it can analysed that teachers associated with Teach First organisation have undertaking the initiative of teaching in schools located in deprived areas. It can be identified from the study of the collected data that teachers in the stage of teaching are seemed to face ample challenges in managing students in a classroom owing to irrational behaviour and continuous misbehaviour. In this respect, the fresh graduates assigned with the tasks of teaching in struggling schools. The teachers were assigned in those schools with the intention of tackling inequality in the educational system. Additionally, the graduates were entrusted with the opportunity of raising the behavioural standards in schools and in attracting disengaged pupils (Mclnerney, 2014; Westleigh High School, n.d.). Moreover, from the case of Meryl, it can be identified that teacher faces adequate issues in managing students with undesirable behaviour, where schools fail in implementing appropriate school behaviour management policy. In the lack of effective policy, teachers might be able to have the required support from school authorities in ensuring positive behaviour in a school environment (Crawford, 2014; Mclnerney, 2014). It can be comprehended from the analysis of the collected data that fresh graduates teaching in struggling schools are required to conduct their activities as a team. Schools should adopt Effective School Systems with the aim of promoting positive behaviour. Additionally, the Effective School Systems also ensures that common behaviour prevails in the environment of a school. The teachers with the assistance of Effective School Systems are facilitated in managing students depicting inapproiate behaviour. The teachers are also required to be supported in assisting them to manage undesirable behaviour of students effectively (Associated Newspapers Limited, 2014; Crawford, 2014). Respectively, it can be comprehended from the analyse of the study that Effective School Systems play an imperative role within a school behaviour management policy in promoting good behaviour, as the teachers are able to manage students efficiently. Conclusion It can be comprehended from the above analysis that Effective School Systems should be implemented in the educational system of the UK with the aim of ascertaining that positive behaviour is maintained in classroom and school environment. Additionally, fresh graduates face considerable challenges in managing students successfully owing to misbehaviour. In this regard, teachers with the assistance of Effective School Systems will be facilitated in managing students effectively, so that learning process is enhanced. References Associated Newspapers Limited, 2014. The Premise behind Tough Young Teachers Was Utterly Baffling. Entertainment. [Online] Available at: http://metro.co.uk/2014/01/09/the-premise-behind-tough-young-teachers-was-utterly-baffling-4256891/ [Accessed June 28, 2014]. Cengage Learning, No Date. Observation Methods. Chapter 11. [Online] Available at: http://www.cengage.com/marketing/book_content/1439080674_zikmund/book/ch11.pdf [Accessed June 28, 2014]. 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[Online] Available at: http://www.theguardian.com/teacher-network/teacher-blog/2014/jan/10/tough-young-teachers-five-lessons [Accessed June 28, 2014]. McKevitt, B. C. & Braaksma, A. D., No Date. Best Practices in Developing a Positive Behavior Support System at the School Level. Best Practices in School Psychology V, Vol. 3, pp. 735-747. Prozesky, D. R., 2000. Communication and Effective Teaching. Community Eye Health, Vol. 13, No. 35, pp. 44-45. The Independent, 2014. Tough Young Teachers Review: How Like Teaching is it Really? Student. [Online] Available at: http://www.independent.co.uk/student/career-planning/getting-job/tough-young-teachers-review-how-like-teaching-is-it-really-9136221.html [Accessed June 28, 2014]. University of Bradford, 2012. An Introduction to Research & Research Method. Management. [Online] Available at: http://www.brad.ac.uk/management/media/management/els/Introduction-to-Research-and-Research-Methods.pdf [Accessed June 28, 2014]. Westleigh High School, No Date. Whole School Behaviour Management Policy. Policies. [Online] Available at: http://www.westleighhigh.co.uk/policies/BehaviourPolicy.pdf [Accessed June 28, 2014]. Read More