PGSC 7012 formative:
Critical Review of Literature related to Teaching
and Learning Across and Beyond the School
Curriculum
Alexander Fisher
2107141
PGCE in Education Secondary Mathematics
Institute of Education
Word Count (excluding in-text citation and references): 2135
Date of Submission: 27/02/2022
Throughout the nineteen-hundreds there have been a flurry of influential educationalists whose
completed works and studies have contributed to radically shifting our perspective and broadening
our understanding into what constitutes learning, how learning is achieved, and why it is so very
important to us as individuals and as a society. In more recent times, few educational areas of interest
have received more attention than classroom management which is demonstrated by extensive
research to be essential in realising effective teaching and successful learning outcomes in pupils. In
fact, “the most commonly expressed school related concerns of students, teachers, and parents,
involves students who are disengaged from planned learning, or who actively disrupt the learning
opportunities of others”, which indicates the relevance and necessity of good classroom management
by teachers (Cangelosi, 2014, v). The Elton Report refers to unacceptable behaviour as behaviour that
causes concern to teachers, which naturally encompasses a range of behaviours that span a
continuum from low-level disruptions to more serious behavioural issues (Capel and Leask and Younie,
2019, DES, 1989). Langley (2008) succinctly summarises this continuum of challenging or unacceptable
behaviour as behaviour that negatively impacts children’s normal development; is harmful towards
themselves or others; or places a child at high risk of social problems or school failure. Traditionally
classroom management has had a synonymity with behaviour management typified by explicit forms
of discipline teachers exercise in direct response to misbehaviours. Over the last couple of decades,
however, there has been a noticeable shift away from reactive approaches to dealing with unwanted
behaviour resulting in classroom management taking on broader meaning (Capel and Leask and
Younie, 2019). In reality classroom management far extends beyond behaviour management and
encompasses a range of strategies and approaches that ultimately support in creating an appropriate
classroom climate in which all pupils can effectively learn. To follow I will explore the various
perceptions relating to classroom management, as well as demonstrate the clear necessity and
importance of good classroom management in the process of learning within the classroom.
The national picture of school behaviour is complex. Bennett (2017) highlights, however, multiple
indicators suggest that there is room for improvement in a great number of schools and that pupils’
standards of behaviour persists as a significant challenge for many schools. A survey carried out by
NASUWT (2013) reveals that “over two thirds of teachers believe there is a widespread problem of
poor pupil behaviour in schools and nearly four in ten believe behaviour is a serious problem in their
own school”. Bennett (2016) critically identifies that behaviour management impacts all aspects of a
pupil’s education and their experience of teaching. Motivation, engagement, well-being, safety, and
enjoyment of learning all benefit from improved behaviour and good classroom management.
Spielman (2019) expands on this by stating classroom management is a necessary condition for
effective learning and the provision of a high-quality education. Student’s behaviour in school
strongly correlates with their eventual outcomes, and furthermore, a student’s experience in school
remains one of the most insightful indicators for later life success (Bennett, 2017). The Dfe (2019)
reveals, according to research undertaken, “More than 82% of parents consider good discipline in
the class a key factor when choosing a school for their child.” Bennett (2017, p.6) concludes “With
better behaviour management, students achieve more academically, and socially; time is reclaimed
for better and more learning; staff satisfaction improves, retention is higher, and recruitment is less
problematic”. Therefore, thorough consideration of whole school policy and ethos right down to
day-to-day strategies teachers can utilise in their classrooms to ensure good behaviour and
classroom management as well as the provision of conducive environments for the best learning
outcomes is of paramount importance to school leaders, policy makers, and the school community
as a whole.
Historically, corporal punishment was commonplace in schools with approaches to discipline being
characterised as authoritarian. Since the abolishment of corporal punishment there has been a
significant evolution in pervading attitudes towards behaviour management with a trend towards
‘behaviour for learning’ (Capel and Leask and Younie, 2019). Typically, learning and behaviour is
unhelpfully viewed as two distinct and different aspects of a teacher’s role (Ellis and Tod, 2015). This
view is perpetuated by an over emphasis on behaviour management as a distinct skill set which is
often narrowly construed to mean a set of strategies that a teacher utilises to establish and maintain
control (Ellis and Tod, 2015). In response, ‘behaviour for learning’ is a conceptual framework which
has been developed by reframing behaviour management in terms of promoting learning behaviour,
that recognises the various influences on pupil behaviour such as the curriculum, teaching
approaches and the teacher–pupil relationship (Capel and Leask and Younie, 2019, Ellis and Tod,
2015). Teachers are encouraged to link pupils’ behaviour with learning via three interconnected
relationships: how pupils think about themselves, how they view their relationship with others; and
how they perceive themselves as a learner, relative to the curriculum (Capel and Leask and Younie,
2019, Ellis and Tod, 2015). In addition, ‘behaviour for learning’ approaches by recognising the
diversity of pupil’s backgrounds and culture, strongly promotes educational inclusion and works to
ensure the educational needs of all pupils, irrespective of their level of achievement or the nature of
their behaviour, must be met (Capel and Leask and Younie, 2019). The underpinning ideology of
educational inclusion can importantly be linked to progressive ideologies purported and developed
by Dewey, and contemporaries, including Vygotsky, and Kohn, that promote individuality, appreciate
the diversity of pupils needs, and places at the heart of education pupil interest and the
development of the whole-being.
An important consideration to make before discussing specific classroom management techniques a
teacher may utilise is the broader school environment and ecosystem in which classrooms are
placed and operate (Marzano, R. and Marzano J. and Pickering, 2003). The task then for policy
makers, and school leaders is to promote a positive school culture that is conducive for learning, as
well as importantly, maintain it. Garner concludes it remains clear that effective leadership is
strongly linked with achieving successful outcomes for students in school, including the promotion of
good behaviour and learning (Bennett, 2017). A key aspect for schools and school leaders in
promoting a positive climate as well as management of misbehaviour is the ‘whole school behaviour
policy’ (Bennett, 2017, Capel and Leask and Younie, 2019). It is essential that the policy,
expectations, and ethos that the school creates is understood and promoted by everyone apart of
the school community including, teachers, support staff, parents, and the pupils themselves
(Bennett, 2017, Capel and Leask and Younie, 2019, Marzano, R. and Marzano J. and Pickering, 2003).
Schools’ leaders, most importantly of which the headteacher, must be highly committed and visible
as well as supported by a strong leadership team (Bennett, 2017). Communication of the school
vision and strategies to achieve this must be clear and well-advertised and there must be an
understanding of what the culture looks like in practice from behaviour in classes, corridors,
communal areas, as well as around the local community (Bennett, 2017). Importantly in the
communication, and maintenance of school wide culture is the deliberate aim to ensure that every
aspect of school life feed into and reinforces that culture, and that it is not only reinforced when
misdemeanours are observed (Bennett, 2017). A key element to achieving this is to promote and
design routines for any repeated activity (Bennett, 2017). How entry and exits procedures from
schools’ grounds and classrooms should be carried out, which side of the corridor to walk down and
how to queue for lunch, are all opportunities to design routine that can positively feed into to
reinforcing the school culture. In promoting and maintaining a positive ethos it is also vital that good
behaviour isn’t simply viewed as the absence of ‘bad behaviour’ and that desirable behaviours are
consistently promoted and encouraged in pupils as well as acknowledged (Bennett, 2017). This links
strongly into ‘behaviour for learning’ ideology and could include helping pupils form good study
habits, resilience, strong interpersonal skills, and an ability to cope in adversity or challenging
situations.
Another key aspect that behaviour policy needs to account for is the diverse range of individuals that
can constitute a pupil population (Capel and Leask and Younie, 2019). A school’s approach must
attend to the differing needs of pupils that arise from different home environments, language and
cultural backgrounds, capabilities, and perspectives (Anthony and Walshaw, 2010). In particular
children who are underachieving or have specific learning requirements can display more
challenging behaviour. Senior or specialised staff need to proactively support the most vulnerable
pupils, and pupils with the greatest behavioural needs, rather than waiting for issues to arise which
then require a response (Bennett, 2017). Fundamentally at the core of school wide policy should be
high expectations of all students and staff, and a belief that all students matter equally. School-level
management and classroom-level management have a symbiotic relationship and unless the
frameworks are put in place school wide teachers will find classroom management much more
challenging (Marzano, 2006).
At the core of a teacher’s responsibility is to ensure the provision of a safe and stimulating learning
environment, which is highly dependent on good classroom management (Capel). Within the
classroom environment teachers need to consider a range of approaches to promote positive
behaviour for learning and to effectively manage the classroom. At the outset teachers should
understand that the best way to stop misbehaviour is by trying to prevent it before its starts (Muijs
and Reynolds, 2011). Classroom management then inevitably entails a range of preventive strategies
that include instilling good routines, applying rules consistently and fairly, ensuring lessons are
appropriate and engaging, as well as most importantly developing positive relationships with their
pupils.
At the outset teachers need to ensure they design and deliver the highest quality lessons. Lessons
that are more likely to provoke misbehaviour are generally perceived by pupils to be boring or
irrelevant (Muijs and Reynolds, 2011). Furthermore, poor teaching that doesn’t meet or respond to
the abilities of pupils precipitates a lot of misbehaviour. Differentiation of tasks to match ability
levels as well as appropriate scaffolding are key skills that teachers must master to aid in the
realisation of good classroom management (Anthony and Walshaw, 2010, Muijs and Reynolds,
2011). To create an environment that promotes learning teachers must ensure all pupils are
motivated by providing well-paced lessons that are stimulating and attend to the interests and
needs of all pupils.
In addition to the provision of highly stimulating and well-planned lessons teachers must promote
clear and consistent routines. Teachers that are either too authoritarian or too lax on discipline
invite disruptive behaviour (Muijs and Reynolds, 2011). A commonly known framework for
promoting positive classroom behaviour is the 4R’s: rights, responsibilities, rules, and routines. Rules
and routines are inextricably linked as routines provided the structures that underpin the rules
enabling the smooth running of the classroom (Capel and Leask and Younie, 2019). The more
habitual routines become the more likely they will be followed (Muijs and Reynolds, 2011). Applying
and promoting adherence to the rules and routines of the classroom and school is extremely
important or else they will break down over time (Muijs and Reynolds, 2011). It has been
demonstrated that consistency between all staff and students about school values and rules make
expectations more simplified and more easily realised (Bennett, 2017). A teacher then should be
acutely aware of the school wide ethos and rules, and echo that within their own classrooms.
Teachers should also be aware that pupil misbehaviour tends to be observed during the start and
end of lessons, during downtime and transitions (Muijs and Reynolds, 2011). Addressing these
sections of lessons is key when establishing routines which if done effectively and consistently from
the beginning of the year can save teachers a lot of time later in the year (Muijs and Reynolds, 2011).
A consideration for school leaders when developing whole school policy is the number and clarity of
rules. Too many rules that are over convoluted become difficult to apply fairly, consistently, can be
viewed as oppressive by pupils, and inevitably become soon ignored (Bennett, 2017, Muijs and
Reynolds, 2011).
The teacher-pupil relationship is a crucial factor when instilling rules and routines into pupils as well
as more generally classroom management. Rights and responsibilities are key components which are
outlined in the 4R’s. A teacher must treat pupils with respect and ensure the pupil feels safe and are
able to learn (Capel and Leask and Younie, 2019). By promoting good relationships pupils are more
likely to abide by teachers’ expectations, and a positive classroom climate will ensue. Frequent use
of praise, both verbal and non-verbal is key in developing relationships (Bennett, 2017). Another
aspect that Pollard (2014) notes is the importance of learning pupils’ names, which is of course
crucial in establishing the groundwork for positive relationships with individual children. Teacher
also need to be aware of pupils specific needs to adapt teaching appropriately which is helped and
strengthened by good relationships. Overall good teacher-pupil relationships form the basis for good
and effective classroom management, and impact on all aspects of teaching.
Parson (2012) identifies behaviour problems increase stress levels for all within the classroom,
disturb the flow and delivery of lessons, as well as conflict with the learning process and objectives.
A range of strategies to manage behaviour and promote a positive climate in school must be utilised
and will include consideration to school wide policy, classroom-based rules, and routines, as well as
individual child-focused interventions. Key to realising is good classroom management is a
preventative approach in which teachers form good relationships with pupils, design and deliver
appropriate and engaging lessons and reinforce the school ethos and culture. Effective teaching
and positively functioning classrooms with low levels of disruptive behaviour ultimately require a lot
planning and consistency and is fundamental to the provision of a high-quality education for all
(Bennett, 2017).
References
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