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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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: 05 Jul 2021 16:30


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