Steer Report
‘Poor behaviour in schools cannot be tolerated and that both teachers and pupils have the right to work in an orderly environment’,a quote from Alan Steer who has an extensive background in schools and education and has particular expertise and interest is in Behaviour and Discipline. His report Learning Behaviour,lessons learned, builds on his findings from four interim reports between March 2008 and February 2009. The purpose of Steer’s report was to make recommendations supporting the development of good behaviour and raising behaviour standards higher. Steer’s report is made up of subjective evidence from sources including The Practitioners Group and Ofsted as well as other published reports.
Steer recognises that ‘a clear and consistent approach is essential for teachers and parents, but this needs to be balanced with a recognition that it is the nature of childhood that it is a period when mistakes are made and lessons learned.’ Mistakes made is the key point here and ‘Without opportunities for restoration, punishment really can damage relationships’ (Hook & Vass, 2002). The `Yellow card` idea mentioned in the Steer Report appears to be an effective way of doing this.
Steer is very right to note that ‘Different schools face very different circumstances and the application of a behaviour strategy in one school may be far more challenging than in others. Very few children cannot be taught to improve their behaviour and where firm boundaries are established and maintained, and consistent, caring and intelligent support is provided, successful improvement is more likely to occur.’ In 2005 the Practitioners’ Group identified ten aspects of school practice that, when effective, contribute to the quality of pupil behaviour: a consistent approach to behaviour management, teaching and learning; school leadership; classroom management, learning and teaching; rewards and sanctions; behaviour strategies and the teaching of good behaviour; staff development
Steer recognises that ‘a clear and consistent approach is essential for teachers and parents, but this needs to be balanced with a recognition that it is the nature of childhood that it is a period when mistakes are made and lessons learned.’ Mistakes made is the key point here and ‘Without opportunities for restoration, punishment really can damage relationships’ (Hook & Vass, 2002). The `Yellow card` idea mentioned in the Steer Report appears to be an effective way of doing this.
Steer is very right to note that ‘Different schools face very different circumstances and the application of a behaviour strategy in one school may be far more challenging than in others. Very few children cannot be taught to improve their behaviour and where firm boundaries are established and maintained, and consistent, caring and intelligent support is provided, successful improvement is more likely to occur.’ In 2005 the Practitioners’ Group identified ten aspects of school practice that, when effective, contribute to the quality of pupil behaviour: a consistent approach to behaviour management, teaching and learning; school leadership; classroom management, learning and teaching; rewards and sanctions; behaviour strategies and the teaching of good behaviour; staff development