The decision to conduct this enquiry stemmed from low level, disruptive behaviour being noted within the classroom. Low level, disruptive behaviours can have a big impact on the learning environment within a classroom, especially for new practitioners and disruptive behaviour can not only severely impact on the academic outcomes of a child, but also on their overall wellbeing (Luiselli et al, 2005). It therefore seemed important to carry out further research into methods of reducing low level and disruptive behaviours.
This enquiry also provided an excellent opportunity for personal and professional development within the GTCS Standards for Full Registration:
- Have knowledge and understanding of the importance of research and engagement in professional enquiry (GTCS, 2012, 2.3.2)
- Develop positive relationships and positive behaviour strategies (GTCS, 2012, 3.2.2)
The aim of this enquiry was to investigate the use of anonymous reward systems in a classroom based environment. The enquiry was conducted in a primary 4 classroom, with a sample size of 31 pupils. Drexler (2010) notes that reward based systems are often used within classrooms, to increase participation and intrinsic motivation, which supported the creation of the enquiry aim.