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Part One: Behaviour in the Classroom

Chapter Three Positive Behaviour in the Classroom

Introduction

3.1 This chapter focuses on the extent and type of positive behaviour within the classroom. The evidence presented is drawn primarily from the questionnaire surveys of school staff (headteachers, teachers, and additional support staff) and pupils, with some additional comment provided by the data from focus group discussions with school staff and pupils.

How well-behaved are pupils in lessons?

3.2 In the survey of school staff, headteachers were asked to report, using a 5-point scale, the proportion of the school roll they considered to be generally well behaved during a lesson. Table 3.1 sets out their responses.

Table 3.1 The proportion of the school roll considered by headteachers to be generally well behaved during a lesson

Notes to table Percentages do not all add up to 100 due to rounding. Source: NFER survey of school staff, 2006

3.3 As Table 3.1 shows, the overwhelming majority of headteachers surveyed indicated that pupils were generally well behaved in the classroom, with 99 per cent registering that 'most' or 'all/almost all' behaved well. Just one per cent of headteacher respondents recorded that, as a proportion of the school roll, only 'some' of the pupils were well behaved.

3.4 When these responses were analysed according to school sector (see Table 3.2), headteachers from both school types were positive about behaviour, though primary school headteachers were much more likely to state that 'all/almost all' of their pupils were generally well behaved in lessons. In fact, almost double the proportion of primary headteachers answered as such compared with their secondary counterparts. That said, the tiny number of headteachers who reported that only 'some' of their pupils behaved well in class were primary headteachers. (As Chapter Four will document, this pattern also emerged when headteachers were asked to rate the proportion of the school roll who were generally badly behaved/difficult to deal with in class. On the whole, the primary headteachers were more positive than their secondary colleagues and indicated that fewer pupils were behaved badly. Yet, in the very small number of cases where headteachers had felt 'most' or 'all/almost all' pupils were badly behaved, they were from primary schools.)

Table 3.2 The proportion of the school roll considered by primary and secondary headteachers to be generally well behaved during a lesson

Notes to table Percentages do not all add up to 100 due to rounding. Source: NFER survey of school staff, 2006

3.5 Teachers and additional support staff were asked to indicate on a 5-point scale the number of lessons they taught, or assisted in, on a regular basis in which pupils were generally well behaved. Pupils surveyed from 7 schools were asked to state in how many of their lessons the previous week pupils had been well behaved for most of the time. Table 3.3 presents the responses of teachers, additional support staff and pupils.

Table 3.3 The proportion of lessons in which pupils are generally well behaved according to teachers, additional support staff and pupils

Notes to table Percentages do not all add up to 100 due to rounding. Source: NFER survey of school staff and pupils, 2006

3.6 When considering Table 3.3, what is striking is the difference in the perception of positive classroom behaviour depending on the 'world view' of the respondent type. Around four-fifths (81 per cent) of teachers compared with two-thirds (68 per cent) of additional support staff and over half of the pupils (56 per cent) indicated that pupils behaved well in 'most' or 'all/almost all' lessons. If we draw in the headteacher data here (as set out in Table 3.1), the sharp differences in perception depending on respondent type are even more acute as headteachers emerge as the most positive group of all, with 99 per cent of those surveyed recording that 'most' or 'all/almost all' pupils generally behaved well in class ². Thus, the pupils themselves, giving the lowest ratings, were most negative about classroom behaviour, then additional support staff, followed by teachers and finally the headteachers.

3.7 What accounts for these different world views? Pupils, as evidenced in their survey and focus groups, had a tendency to be less tolerant of their peers' indiscipline. As Chapter 7 relays, they called for more severe sanctions (including physical punishments and humiliation) as a response to poor behaviour. In terms of support staff, close to half (44 per cent) of the sample was assigned to a particular pupil or pupils or class, and although their questionnaire did not ask specifically, this may have been on the grounds of the additional needs (one of which could be behaviour) exhibited by the pupil(s) or class.

3.8 Analysis of teacher, additional support staff and pupil responses by school sector revealed that, as was the case with the headteacher data, those from primary schools were most likely to respond positively about behaviour in the classroom (see Table 3.4). Of all respondent types, the difference in the opinion of primary and secondary additional support staff was most notable. In total, 91 per cent of support staff from primary schools registered that pupils were generally well behaved in the majority of lessons ('most' or 'all/almost all') compared with 54 per cent of their counterparts who were surveyed in secondary schools. In terms of the pupil results, the difference between the responses of primary and secondary pupils, whilst statistically significant, was the least marked of all respondent types.

Table 3.4 The proportion of lessons in which teachers, additional support staff and pupils (primary and secondary) considered pupils to be generally well-behaved

Notes to table Percentages do not all add up to 100 due to rounding. Source: NFER survey of school staff, 2006

What sort of positive behaviour is in evidence during lessons?

3.9 All respondent types in the school survey were asked to consider a list of 11 classroom behaviours and indicate on a 5-point scale the frequency with which each behaviour had occurred over the last teaching week. Headteachers were invited to respond from their perspective, and an extra category 'Don't know' was included on their questionnaire. Teachers, additional support staff and pupils were asked to consider all the lessons they had, respectively, taught, assisted in or been in. The phrasing of the behaviours was more child-friendly in the pupil questionnaire to take account of the age of respondents. The results are set out in Tables 3.5-3.8.

Table 3.5 Frequency of types of positive pupil behaviour in the classroom during the last full teaching week from the perspective of headteachers

Notes to table Percentages may not add up to 100 due to rounding. Source: NFER survey of school staff, 2006

Table 3.6 Frequency of types of positive pupil behaviour in the classroom during the last full teaching week from the perspective of teachers

Notes to table Percentages may not add up to 100 due to rounding. Source: NFER survey of school staff, 2006

Table 3.7 Frequency of types of positive pupil behaviour in the classroom during the last full teaching week from the perspective of additional support staff

Notes to table Percentages may not add up to 100 due to rounding. Source: NFER survey of school staff, 2006

Table 3.8 Frequency of types of positive pupil behaviour in the classroom during the last full teaching week from the perspective of pupils

Notes to table Percentages may not add up to 100 due to rounding. Source: NFER survey of pupils, 2006

3.10 When examining Tables 3.5-3.8, the difference in perception depending on the 'world view' of the respondent type is once more apparent. Again, headteachers were most positive in their assessment of the frequency with which the positive pupil behaviours were evident in class, followed by teachers, then additional support staff and finally the pupils. This can be seen by looking across the 11 positive behaviours under consideration and comparing the proportion of the respondent types who indicated that each was exhibited in 'most' or 'all' lessons, as follows.

• As regards headteachers, the vast majority indicated that each of the 11 behaviours was exhibited in 'most' or 'all' lessons, with between 78 and 91 per cent responding as such depending on the behaviour.
• The figures for teachers were a little less overwhelming, with between 62 and 81 per cent responding thus depending on the behaviour.
• Additional support staff were less positive again and, depending on the behaviour, between 45 and 69 per cent responded in this way.
• Between 35 and 65 per cent of pupils responded likewise, making them the most negative group of all. In fact, for four of the 11 positive behaviours listed, it was only a minority of pupils who registered that they had seen these in 'most' or 'all' of their lessons ('pupils settling down to work quickly', 'pupils behaving well and making lessons enjoyable for everyone', 'pupils listening respectfully to others' views', 'pupils who listen and are interested in lessons').

3.11 Although there were differences of opinion between respondent types in terms of the actual proportion of lessons in which pupils exhibited positive behaviours, there was some broad agreement as regards the particular types of behaviour that occurred most frequently. Figure 3.1 illustrates the 4 highest ranking positive behaviours observed by headteachers, teachers, additional support staff and pupils. As can be seen, although their exact positioning in the ordering may vary, all groups agreed that 'pupils arriving promptly for classes' and 'pupils contributing to class discussions' were amongst the most frequently occurring of the positive behaviours listed. In addition, 'pupils listening to the teacher respectfully' was amongst those observed most often by the school staff. Further, 'pupils politely seeking teacher help' appeared in 2 of the rank orders (headteachers and teachers) as did 'pupils following instructions' (additional support staff and pupils). 'Pupils getting on with their work' was amongst the highest ranking positive behaviours for pupils only.

3.12 At the opposite end of the rank ordering, the positive behaviours that were observed less frequently by comparison included 'pupils listening to others' views respectfully' and 'attentive and interested pupils' as well as 'lessons that are calm, relaxed and enjoyable'. 'Pupils arriving with the correct equipment' was one of the behaviours observed less often by headteachers and teachers, as was 'pupils settling down quickly' according to teachers and pupils. It was also noteworthy that whilst for headteachers and teachers, 'pupils politely seeking teacher help' was amongst the most frequently observed positive pupil behaviours, additional support staff expressed quite a different opinion and it was one of the behaviours they perceived least often.

Figure 3.1 Rank ordering of the types of positive behaviour: the top four behaviours in terms of frequency of occurrence³

Source: NFER survey of school staff and pupils, 2006

3.13 Analysing the staff survey data by school sector indicated that the 11 positive behaviours occurred much more frequently at primary level than they did in secondary schools. The primary headteachers, teachers and additional support staff who were surveyed observed all 11 behaviours in more lessons than their secondary colleagues. In particular, 'pupils arriving promptly for lessons', 'pupils contributing to class discussions' and 'pupils politely seeking teacher help' were much more common at primary level. In addition, 'pupils arriving with the correct equipment' and 'attentive and interested pupils' were especially frequent in primary schools based on the responses of primary teachers and support staff compared with their secondary counterparts.

3.14 An association was found between teachers' confidence and their perceptions of positive behaviour in the classroom. Teachers who indicated that they felt confident in responding to indiscipline in the classroom were more likely to report occurrences of positive behaviours. This was true of all 11 types of positive behaviour in lessons included in the study. (It should be noted though that, although a relationship between the extent of teachers' confidence and the reported incidence of positive behaviours was evident, this analysis does not establish direction of causality i.e. it does not determine whether teachers perceived positive behaviours with greater frequency because they felt more confident at dealing with indiscipline; or whether they felt more confident because they perceived positive behaviours with greater frequency.)

3.15 Similarly, analysis revealed an association between the level of support that staff identified as being available to teachers and additional support staff and their views of incidences of positive behaviour in lessons. The more supported these school staff felt, the more likely they were to report the positive behaviours as frequently occurring. For both teachers and support staff, this was the case for all 11 positive behaviours under consideration in the research. (Again, the direction of causality was uncertain.)

3.16 As part of the staff and pupil focus groups, participants were asked if, and how, teachers recognise positive/good behaviour. All staff focus groups unanimously agreed that teachers and, indeed, all members of school staff, recognised positive pupil behaviour, with two groups expressly stating that positive behaviour encouragement was the key to improving behaviour. In contrast, however, participants in one-third (5) of the pupil focus groups stated that they did not think teachers recognised positive behaviour or did so infrequently. Of these groups, pupils relayed how they perceived teachers sometimes "ignored" their good behaviour, and instead focused on the indiscipline of other pupils. In addition, pupils often felt that teachers rewarded the occasional good behaviour of those pupils who typically misbehaved to a greater extent than they did the pupils who were consistently well behaved. Members of the staff focus groups showed an appreciation of pupils' views on this matter and stated that there was a "fine balance" regarding praising those who always behaved and those who usually misbehaved but who had behaved well.

3.17 A range of methods to recognise positive behaviour were cited by both staff and pupils in their recipient focus groups. Examples of approaches included: celebration assemblies; use of stickers and well-done stamps; Golden time; positive referrals to other staff in recognition of good behaviour; and letters of praise sent home to parents.

Summary

• Overwhelmingly, the headteachers who were surveyed indicated that pupils were generally well behaved in the classroom, with 99 per cent registering that 'most' or 'all/almost all' behaved well. The majority of teachers, additional support staff and pupils recorded that pupils behaved well in 'most' or 'all/almost all' lessons, though they were less emphatic than headteachers.
• Indeed, there were acute differences in perceptions of positive behaviour depending on the 'world view' of the respondent type. Pupils themselves were most negative, then additional support staff, followed by teachers and finally the headteachers. As regards pupils, this difference in perception may be attributable to the less tolerant attitude they held towards their peers' indiscipline (see Chapter 7). In terms of support staff, close to half (44 per cent) of the sample was assigned to work with a particular pupil or pupils or class, possibly on the grounds of their additional needs (one of which could be behaviour).
• The specific types of positive behaviours that were reported to occur most frequently in lessons included 'pupils arriving promptly for classes', 'pupils contributing to class discussions' and 'pupils listening to the teacher respectfully'.
• Analysis by school sector revealed that positive behaviours occurred much more frequently at primary level than they did in secondary schools. In particular, 'pupils arriving promptly for lessons', 'pupils contributing to class discussions' and 'pupils politely seeking teacher help' were much more common at primary level.
• An association was found between teachers' confidence in responding to indiscipline and their perceptions of positive behaviour in the classroom, such that the more confident teachers felt, the more likely they were to report positive behaviour as frequently occurring. Similarly, teachers and support staff who felt supported by their school recorded more incidences of positive behaviours.

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