This assignment will critically discuss the behavioural challenges posed by internal and external factors in the learning environment and discuss practical interventions used in educational settings to promote positive behaviour.
There are many factors that can influence a child’s behaviour. These factors can be external, meaning they are part of the child’s environment, whether it is at school or at home. As well as external factors there are also internal factors that can affect a child’s behaviour; internal factors are personal to the child. 
External factors may include the child’s learning environment. Anything that happens in the learning environment can have a positive or negative impact on a child’s behaviour. “Effective behaviour management is based on the teacher‘s ability to successfully create a well-managed, structured classroom environment so that learning can occur” (WAG, 2012, p.7). The layout of the classroom can have an influence on a child’s behaviour. If a child is in a cramped, untidy and dark setting, with no displays on the wall then the child may not enjoy being in the classroom, resulting in them having low motivation to learn. When a child has low motivation in school this can result in challenging behaviour being displayed. 
 “All schools should recognise that good behaviour and learning are improved when pupils and staff enjoy an attractive, clean environment” (WAG, 2009).
The classroom should be a stimulating, safe and motivating place for children where they are excited to learn. If a child is in an organised and tidy classroom, which has their work displayed on the walls it can build their motivation, self-esteem and confidence. Classrooms should have “class rules” in which the children have chosen displayed on the walls so that they understand what is expected of them in the classroom. “A well- organized classroom permits more positive interactions between teachers and children, reducing the probability that challenging behaviours will occur” (Mar- tella, Nelson & Marchand-Martella, 2003, p.9). 
Children should be seated so that all pupils can see the teacher. If the teacher is using the whiteboard or smart board then all pupils should be able to see it clearly. Teachers and support staff should be able to move around the classroom so they can support, motivate and encourage learning as well as preventing unwanted behaviour. The temperature of the classroom can also affect a child’s behaviour. If the classroom is too hot or cold then children may find it hard to concentrate because they are uncomfortable and may become frustrated. This can result in them becoming disruptive and agitated and teaching can be interrupted by disruptive behaviour. 
Shelton & Brownhill (2008) state everyday children have to deal with experiences and problems before they even come to school. These external factors can influence a child’s behaviour. This leads onto the discussion of the next external factor that can affect a child’s behaviour, which is their home life. If a child’s home life is happy, healthy and nurturing then it is likely they do not display challenging behaviour in school. However there are many reasons why a child’s family life may affect their behaviour such as their parents going through a divorce. “Children who have experienced family change tend to have poorer cognitive and behavioural outcomes than those from intact families” (Ryan, Claessens & Markowitz, 2006, p.11). If a child’s parents are going through a divorce then children may feel a sense of loss, children may find it challenging to concentrate in school, meaning they may fall behind resulting in them having low self esteem. Children may feel rejected and insecure which may result in the child feeling angry. If a child feels angry they may display aggressive behaviour in school. Communication with the child’s parent is important so that teachers and support staff know why the child is displaying challenging or withdrawn behaviour and staff and parents can work together to prevent the behaviour from escalating and support the child. This leads on to another example of how a child’s home life can affect their behaviour in school, which is parental involvement with the school. “Widespread support for involving parents in their children’s learning grows out of convincing evidence suggesting that family involvement has positive effects on children’s academic achievement, social competence and school quality” (Webster-Stratton, 1999, p.6). However although there is evidence of the positive effects of parents and schools working together to promote positive behaviour, its potential is still largely overlooked in many schools. An example of this is parents do not always get involved with the school although they are encouraged to, this could be for many reasons such as parents having a negative experience in school themselves resulting in them feeling negative towards teachers and school staff and have a lack of trust or feel intimidated by them. Teachers and support staff need solid skills, knowledge and attitudes about parental involvement to be successful in promoting positive behaviour. The Steer Report (1989) states “in managing pupil behaviour, schools need the support of parents/carers”. The most effective source of motivation and encouragement for a child is from their parents. When a child’s parents are involved in their school life this can improve their achievement resulting in increased motivation and achievement in school. When a child feels happy, confident and motivated in school it is unlikely that they will display unwanted behaviour. 
An internal factor that may affect a child’s behaviour in school is Attention deficit hyperactivity disorder (ADHD). When a child has ADHD they may be inattentive and display hyperactive and impulsive behaviour. These behaviours make it difficult for them to concentrate in class, as well as disrupting teaching and learning. Children with ADHD find it challenging to follow instructions and they get easily distracted. They may avoid doing their schoolwork or homework due to these factors. Due to the hyperactive and impulsive symptoms children with ADHD may find it challenging to sit still and may fidget, they may be interruptive and disruptive, be impatient and be extremely talkative. All of these behaviours can be disruptive in the classroom, however they are of no fault of the child’s. To overcome these behaviours mentioned educational settings can ensure the child is sat somewhere with minimal distractions, for example in front of the class and close to a member of staff, although it is important the child does not feel isolated from his/her peers. It is beneficial for a member of staff to be sat near the child as they can encourage the child to stay on task and prevent distractions. To prevent the child from feeling agitated and becoming disruptive it is important to ensure the child is not sitting down for long periods of time. Children with ADHD need clear and concise instructions so they do not get confused and activities and tasks should be broken down so they are not too overwhelming for the child. Children with ADHD can benefit from rewards, sanctions and positive reinforcement.
Bronfenbrenners Bioecological Model (1979) concentrates on the value and context of a child’s environment. Bronfenbrenner’s theory includes four different systems. The Microsystem consists of the fundamentals that are closest to and have direct influence on the child. This system includes a child’s family or school. The child’s home environment is also an essential part, which can have an influence on a child’s behaviour in school. The Mesosystem consists of the relationships between the basics of the child’s Microsystem such as whether the child’s parents are involved with their school life and have a positive relationship with the child’s teacher. If there is a positive relationship with effective communication this will have a positive influence on the child’s behaviour and development. The Exosystem includes indirect influences on the child from the child’s social systems. Children may feel the positive and negative influences from the interaction in their social system even though they are not directly involved. Finally the Macrosystem is made up of cultural, customs, laws and policies in the child’s community. This means that if children have a positive home life where their parents communicate positively with their teach then this can have a positive effect on the child’s behaviour. The child’s home life, parental influence and community can all have a positive or negative influence on the child’s behaviour.
Educational settings have many interventions that promote positive behaviour and prevent unwanted behaviour such as behaviour policies, positive reinforcement, rewards and sanctions and staff training. WAG (2009) state that all schools must have a behaviour policy that promotes positive behaviour and prevent unwanted behaviour, the policy should also include disciplinary measures and be accessible to all staff, pupils and parents to ensure everyone has a thorough understanding on what behaviour is expected at school. The Steer Report (2006) and WAG (2009) state all staff need to understand the schools behaviour management strategies consistently and that behaviour management policies should be communicated to all staff, pupils and parents. However there are some barriers that could prevent pupils and parents understanding the behaviour policy such as young pupils or children or parents with ALN not understanding the policy. 
“Rewards form the basis of human behaviour and motivation, and can be used effectively to encourage children to acquire skills and develop appropriate behaviour” (Moragn & Ellis, 2011, p.34). A child will repeat a behaviour if it is rewarded, therefore rewards must be something the children enjoy and for them to be effective in promoting positive behaviour they must be immediately used to reward the behaviour that is desired to be promoted. Rewards need to be consistent to ensure the behaviour is maintained. They must be achievable to ensure pupils motivation and attention is maintained. Children must be rewarded fairly during the school day to ensure no one feels excluded or left out which can result in them displaying unwanted behaviour. According to WAG (2012) there are three types of rewards: social, tangible and activity. Social rewards include praise and recognition, an example of this is the teacher or support staff making a phone call to their parents to inform them of something their child has acheived that day. This can build the child’s self esteem and also encourages a parent school partnership. Tangible rewards are material rewards such as putting stars on their picture on the wall for everybody to see. Activity or physical rewards can include giving the child extra play time or giving them the choice to chose their own reward such as messy play or using the iPad. If a child often displays challenging behaviour there should be a frequent and high level of rewards whereas if a child displays positive behaviour frequently then they should be rewarded to maintain the positive behaviour. Although rewards are a successful strategy used to promote positive behaviour, there is a risk that children who display acceptable behaviour may be overlooked. If they witness a child who displays frequent challenging behaviour receive rewards more than they receive rewards they may feel resentful and begin to display unwanted behaviour themselves. Therefore it is vital rewards are used consistently and fairly for all children. This is related to Skinner’s operant conditioning theory.  Skinner’s view was that the best way to understand behaviour was to observe the causes of the behaviour and it’s consequences. Operant conditioning is when a behaviour is associated and repeated by rewarding the positive behaviour, when unwanted behaviours are displayed sanctions are used to prevent the behaviour from happening again (WAG, 2012). Behaviour Modification is a variety of methods that are based on Skinner’s Operant Conditioning theory. The main principle of Behaviour Modification includes altering environmental events that are related to a pupil’s behaviour such as the positive reinforcement and rewarding of good behaviours or sanctioning unwanted behaviour.
 “If sanctions are issued a child is less likely to repeat a behaviour” (WAG, 2012, p.6). Effective sanctions are used in positive classrooms, which have clear rules and the use of positive reinforcement and rewards. To promote positive behaviour successfully, sanctions, like rewards should be consistent and fair. All sanctions should be specified in the educational setting’s behaviour policy and should be understood by all children, staff and parents. WAG (2009) recommend that schools should have variety of appropriate rewards and sanctions and ensure all staff apply them fairly and consistently, however some schools may be unable to follow this recommendation due to having supply teachers or agency staff who may not have knowledge on the rewards and sanctions used in the school therefore it is vital that new staff are given access to the school’s behaviour policy to ensure consistency of the use of rewards and sanctions. It is important for sanctions to be an appropriate and realistic response to unwanted behaviour displayed and are not too severe as this could result in more unwanted behaviour being displayed. The use of sanctions should be appropriate to the child’s internal factors such as their age, additional learning needs, gender and ethnicity. The Elton Report (1989) states that to be effective in using sanctions, staff should be firm with pupils displaying unwanted behaviour rather than aggressive. When a pupil is displaying challenging behaviour it is vital that the behaviour is criticised and not the pupil. The report also states that pupils should be reprimanded in private and praised in public. 
To conclude, there are many factors that can influence a child’s behaviour in the learning environment. To promote positive behaviour and prevent unwanted behaviour all schools must have a whole school behaviour policy in which all staff, pupils and parents understand and have access to. A parent-school partnership is vital to ensure positive behaviour is promoted in school and at home and parents and school’s working together can significantly improve a child’s behaviour, this is linked to Bronfenbrenner’s Mesosystem. Positive reinforcement, rewards and sanctions should be used to promote positive behaviour consistently and as a whole school approach. Rewards and sanctions need to be consistent; if they are inconsistent then it is likely the unwanted behaviour displayed will continue. The more attention given to the child’s behaviour (positive or negative) then it is likely that the behaviour will recur; this is linked to Skinner’s operant conditioning theory. Children should have access to a positive classroom which has their work displayed on the walls for people to see their achievements. Class rules should be discussed with the children and also displayed in the classroom so children have an understanding of what is acceptable and unacceptable behaviour. When positive behaviour is displayed the child should be praised and rewarded in public, however when a child displays unwanted behaviour it should be dealt with in private, ensuring the behaviour displayed is criticised not the child. A positive home life, learning environment and community will have a positive influence on the child’s behaviour.











Reference List

Child Mind Institute (2018) Whats ADHD and Whats Not in the Classroom. Available at: https://childmind.org/article/whats-adhd-and-whats-not-in-the-classroom/ [Accessed on 7 January 2018]

Ellis, G., Morgan, N. S., & Reid, K. (2013). Better behaviour through home-school relations: Using Values-based Education to Promote Positive Learning. London: Routledge.

Ellis, S., & Tod, J. (2014). Promoting Behaviour for Learning in the Classroom: Effective Strategies, Personal Style and Professionalism. Abingdon: Routledge.

Estyn (2006) Behaviour in Wales : Good Practice in Managing Challenging Behaviour. Cardiff: Estyn.

Morgan, N. S., & Ellis, G. (2011). A Kit Bag for Promoting Positive Behaviour in the Classroom. London: Jessica Kingsley Publishers.

Ofsted (2005) Managing Challenging Behaviour. London : Ofsted

Ryan, R. Clessens, A & Markowitz, A. (2006) Family Structure and Children’s Behaviour. Available at: https://www.irp.wisc.edu/publications/focus/pdfs/foc302d.pdf [Accessed on 6 January 2018]

Shelton, F., & Brownhill, S. (2008). Effective Behaviour Management in the Primary Classroom. McGraw-Hill Education (UK).

Steer, A.( 2006). Learning Behaviour- Principles and Practice – What Works in Schools. Nottingham: DFeS

The Elton Report (1989) Discipline in Schools. London: Department of Education and Science

The Children’s Attention Project (date unknown) Tips for Managing ADHD in the Classroom. Available at:
http://www.education.vic.gov.au/Documents/school/principals/participation/tipsmanagingadhdinclass.pdf. [Accessed on 10 January 2018]

WAG (2012) Practical Approaches to Behaviour Management in the Classroom. Cardiff : WAG.
WAG (2009) Behaviour in Schools Safe and Effective Interventions. Cardiff : WAG 

Watkins, C. (2011) Managing Classroom Behaviour. London: ATL.

Webster-Stratton, C. (1999). How to Promote Children’s Social and Emotional Competence. London: Sage Publications.