Behaviour management is extremely important; in order for students to get the best out of their education, they need to make sure they are respecting the rules set out by their teachers. Low-level disruption is the most common form of poor behaviour (Office for Standards in Education (Ofsted) 2005), thus meaning children understand the rules; they just choose not to abide by them. Educational psychologists can have a compelling impact on school’s, aiding them to address issues regarding behaviour. However, from my experience schools only opt for this option if they have tried every other possibility.

As cited in Robert Hart’s article about classroom behaviour management, he states that CBM “is very much a psychological enterprise”. Although
However I do recognise that children and teachers may not have the level of respect that is expected in schools. Cited in Dr Ruth Woods’ article, it is clear that children may feel vulnerable and not have an affirmative relationship with their teacher that is needed in order for CBM to work effectively. By experiencing this first hand, it is difficult to assert authority on children who don't know you or trust you. Trust and respect are two main factors that are needed in a positive relationship, without this CBM will not be adequate. CBM needs to be consistent, without this children may feel angry, ashamed, upset and embarrassed (R.Woods, 2010, pg 187). Teachers need to invite students to learn, although sometimes difficult to establish; teachers need to make sure that they are continuously monitoring students
In my experience, it is very important that teachers treat everyday as a new day; forgetting about past incidents involving students behaviour. In the article the child acts out with violence, claiming to not tell the teacher about the issue because he didn't ‘trust’ his teacher (R.Woods, 2010, pg 189). This reiterates my previous point that trust is needed between teachers and students. I also think it is important that teachers use their own experiences and opinions to take their own approach on CBM. In regard to the types of reinforcement used, the most common type identified is verbal praise (R.Hart, 2010, pg 361). Verbal praise is imperative, children need to feel valued and they need to know that their teacher recognises their hard work. It is cited in Hart’s article that “giving feedback relating to effort rather than ability” will reinforce positive behaviours. A child’s effort is not always reflected on the work that they have produced, therefore teachers should always recognise a child’s effort rather than their