Praise, power and pupil-teacher relationships

Ibrahim, Bilsen (2016) Praise, power and pupil-teacher relationships. The STeP Journal (Student Teacher Perspectives), 3 (1). pp. 42-50.

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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.

Item Type:	Article
Journal / Publication Title:	The STeP Journal (Student Teacher Perspectives)
Publisher:	University of Cumbria
Departments:	Academic Departments > Institute of Education (IOE) > Initial Teacher Education (ITE) > Early Years and Primary Undergraduate Partnership QG
Depositing User:	Anna Lupton
Date Deposited:	11 Apr 2017 14:53
Last Modified:	12 Jan 2024 16:01
URI:	https://insight.cumbria.ac.uk/id/eprint/2871

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