Classroom management and behaviour management are vital in the successful learning of young people and can often be a challenge in education (Walker, Ramsey. & Gresham, 2004). Behaviour management strategies can be implemented in a number but many argue that promoting positive behaviour in the classroom offers essential support to help teachers develop capacity and confidence in managing behaviour (Ellis and Tod, 2015). Research shows that many students do not respond well to punishment for bad behaviour and instead feel distanced from the member of staff (Greene, 2009), therefore this enquiry explored promoting positive behaviour through the use of a reward systems. Flanagan (2014) suggests young people care more about damaging their relationships with their peers than the outcome of not following rules the introduction of anonymity aimed to encourage all pupils to behave to avoid the risk of losing the reward for the whole class.
The aims of the practitioner enquiry were as follows:
- to focus on the use of behaviour techniques in one single class.
- to introduce carry out week 1 with nothing introduced to help create a baseline to measure improvement or challenge against.
- to allow students to have an input into rewards to measure how behaviour changes with each reward.
- to introduce a mystery pupil system to improve challenging behaviour and create a whole class ethos.