Praise, Power and Pupil-teacher Relationships

Abstract

This research paper explores the views of class teachers and support staff regarding the various behaviour management (BM) strategies deployed within the Early Years Foundation Stage within a school setting. Participants were asked to identify which BM strategies they considered to be the most effective in providing a positive learning environment. The collated data was then analysed resulting in the emergence of three themes; teacher-child relationships, positive reinforcement, rules and routines. Further analysis of the data revealed another, more prominent yet less obvious theme of ‘power’. A final review of the emergent and underlying themes resulted in the conclusion of ‘teacher-child relationships’ and ‘power’ as forming the foundations of all the other emergent themes and the suggested behaviour management strategies. A proposed intervention action plan would serve to raise awareness of the two prominent themes allowing for teachers to establish effective and positive behaviour management.