Evaluate critically the current research and advancedscholarship in one aspect of your professional development.Demonstratea comprehensive understanding of critical reflection, and your ability tocontinue to deploy this, in order to advance your knowledge, understanding andskills to a high level.Articulate,exemplify and critically evaluate an area of your practice which you are stilldeveloping as a beginning teacher.
Identify priorities for your earlyprofessional development in the context of newly qualified teacher (NQT)induction in the form of a Career Entry Development Profile. (Your reflectionsfrom phase 1 placement contained in the RPD must be included)Articulate,exemplify and critically identify an area of your practice which you are stilldeveloping as a beginning teacher and identify an action plan to address areasfor development.Teaching Standard 7: Manage behavioureffectively to ensure a good and safe learning environmentIntroduction to behaviour in the classroom:· What am I looking at?o ResearchDuring discussions of classroom management there is atendency to focus on discipline and managing misbehaviour. However, classroommanagement and the management of all behaviour is far more than handling badlybehaving students.
With the development of whole=school behaviour policiesResearch into the supposed decline of early adolescentacademic behaviours has increased over the past 20 years, with an importantemerging between motivation and classroom behaviour (Bugler, McGeown & St Clair-Thompson,2016). · Why is it important?o Researcho Research· What have I done (summary)?Where was I at the start of the year?· What was my view on behaviour?o Research· What were my behaviour policies?o ResearchSchool behaviour policy (inclusive)· What does it look like?The behaviour policy at Lyng Hall School is inclusive in thesense that there is a focus on alternative provision rather than exclusion.Arguably, the process of incorporating a punitive exclusion policy in a schoolin low socioeconomic area would merely maintain the cycle of detachment to theschool (Pei et al., 2013). Due to the behaviours exhibited by students,punitive responses to misbehaviour have not previously functioned at theschool. There are also other behavioural issues that have been linked to thesocioeconomic background of the school.
Less affluent students are more likelyto exhibit negative psychological behaviours (such as irritability, a badtemper, feeling low and nervous and difficulty sleeping; Elgar, 2015). o Researcho All schools must have a behaviour policy thatincluded the school rules (Department for Education, 2013)§ Exclusion: · This type of punishment maintains a cycle ofdetachment to the school (Pei et al., 2013)§ Socioeconomic background:· Elgar (2015): o Socioeconomic differences in adolescent’s mentaland physical health has increased since 2002. o Inequalityin health is associated with educational attainment, there is a differences inadolescent’s mental and physical health based on socioeconomic background, witho Largest inequalities between socioeconomic groupsof adolescents were in life satisfactiono Least affluent groups:§ Less physical exercise, psychological symptoms (irritabilityor bad temper, feeling low, feeling nervous and difficulty sleeping)· Mavroveli and Sánchez-Ruiz (2011): o Poor socioemotional skills have been related toschool performance and peer relationso Gender differences in socioemotional skills havebeen inconclusiveo Higher trait emotional intelligence may copewith school demands and peer context better through confidence insocioemotional abilities. · How did it impact my teaching?The “Lyng Hall Standards” guidelines are designed to allowstaff to interpret the behavioural expectations in their own way and allowstaff autonomy over their own behavioural expectations and managementstrategies. As a result, my own attitudes towards behaviour and my behaviourmanagement strategies have developed with experience.
· What have I done in line with the policy?In line with the inclusive policy of the school I currently utilisea behaviour management technique based almost entirely on positivity and rewardfor acceptable and desirable classroom behaviours. Using the school’se-behaviour system, with which students’ behaviour is tracked through apositive and negative coding system, I frequently make the achievement of rewardingpositive codes known to the students through writing their names on the board. Foreach behavioural expectation that is met, students receive additional ticksthat are equivalent to a positive code. Students’ names are written on theboard as soon as they enter the classroom and are ready to learn. I have found thatusing positivity to encourage positive behaviours has been more successful thanpunishing negative behaviours. This is supported by research that suggests thatreducing punitive language and increasing the use of praise facilitated on-taskbehaviour (Houghton et al.
, 1990). Behaviour plan 1:· Researcho Seating plans (Wilson, 2014):§ Are often used ineffectively and should be usedproactively to boost attainment, encouraging support and development§ Students given free reign: naughtiest boys willsit at the back· Was this already evident in my teaching?· How did this impact my teaching?· How will this continue to impact my teaching?Behaviour plan 2:· Researcho Truancy:§ Truancy is an important predictor of delinquentbehaviour (Dryfoos, 1990)o Effective teaching: It is essential to establishorganised classroom routines and expectations to create an environment that isconducive to teaching (Ministry of Education Guyana, 2015). · Was this already evident in my teaching?· How did this impact my teaching?· How will this continue to impact my teaching?Action Plan:· What are my targets?Having reflected on my behaviour management in a schoolsetting that does not require a consistent focus on discipline and poorclassroom behaviour, I have fond that I need to develop my ability to deal withpassive pupils (Zimmerman, 1990, TheSecret Teacher, 2014).
I have found that managing classroom behaviour refers tomore than dealing with explicit negative behaviour and also includesmaintaining the focus of all pupils despite apparent good behaviour.· How can I improve (methods) o Wilson (2014): Countering low self-esteem and poorsocioemotional intelligence§ Visualisation prompt sheet, positiveaffirmations, · Second School behaviour policyThe behaviour policy at my second school placement is differentto Lyng Hall School’s. Coundon Court is a much bigger school than Lyng Hallwith around 1700 pupils. Due to this, there is a need for behaviour to bemonitored deliberately and consistently.
There are pre-set responses (Appendix2) to misbehaviour that escalate as the problem behaviour worsens. Awhole-school, pre-determined behaviour system is referred to as “assertivediscipline” by Canter and Canter (2001); this behaviour management techniqueallows little room for classroom discretion and creates a clear expectationfrom both staff and pupils. In terms of the impact on my own practice, it was challengingto begin to integrate a punitive response to misbehaviour as my teaching instincts would ordinarily seek to diffusethese behaviours.
As a result, using the system has been part of a gradualprocess that has encouraged me to be firmer and more focused on behaviouralexpectations. As my behaviour management continues to develop I willincorporate this assertive discipline into my own practice through themaintenance of non-negotiable classroom expectations. Coundon Court employ a system of rewarding behaviour basedon Coundon Coins, small red coins with the Coundon Lion engraved onto them. Ihave found that the Coundon Coin system completely resonates with my own visionof behavioural rewards. The token economy developed within the school functionsat two levels.
The positive feeling of being awarded a physical coin for yourpositive contribution to learning and the school environment is sure toencourage more of these behaviours. Furthermore, the engraving of the CoundonLion onto the coins instils a direct loyalty to the school. This is furtherengrained due to the reward tiers of earning pin badges in exchange for yourCoundon Coins. References:Department for Education (2013) Behaviour and discipline inschools: guide for governing bodies.
Departmentfor Education. Dryfoos, J. (1990).
Adolescentsat Risk: Prevalence and Prevention. New York: Oxford University Press. Elgar, Frank J. (2015) Socioeconomic inequalities inadolescent health 2002-2010: A time-series analysis of 34 countriesparticipating in the Health Behaviour in School-ages Children study. The Lancet, 385 (9982), 2088.
Houghton, S., Wheldall, K., Jukes, R., & Sharpe, A.(1990) The Effects of Limited Private Reprimands and Increased Private Praiseon Classroom Behaviour in Four British Secondary School Classes. British Journal of Educational Psychology, 60(3), 255-265Mavroveli, S.
& Sánchez-Ruiz, M. J. (2011) Traitemotional intelligence influences on academic achievement and school behaviour.British Journal of EducationalPsychology, 81 (1), 112-134.
Ministry of Education Guyana. (2015). Why Classroom Management is Important.
Online Available from: http://education.gov.gy/web/index.php/teachers/tips-for-teaching/item/1651-why-classroom-management-is-important.Pei, L.
K., Forsyth, C. J.
, Teddlie, S. K., Asmus, G., &Stokes, B. R.
(2013) Bad Behavior, Ethnicity, and Level of School Diversity. Deviant Behavior, 34 (1), 1-10. Secret Teacher, The. (2014). ‘Secret Teacher: what’s wrongwith being a passive learner?’ TheGuardian, 22 March.
OnlineAvailable from: https://www.theguardian.com/teacher-network/teacher-blog/2014/mar/22/secret-teacher-passive-learners.Wilson, G. (2014).
RaisingBoys’ Achievement. London, Bloomsbury Education. Zimmerman, B. J. (199). Self-regulating Academic Learningand Achievement: The Emergence of a Social Cognitive Perspective.
Educational Psychology Review, 2 (2),173-201. The first student’s initial misbehaviour was low-level(talking over others). This behaviour usually requires a quiet conversationwith the student in the classroom followed by a more focused conversationoutside the classroom.
After following these steps, the student’s misbehaviourbegan to escalate further. The student swore very loudly at another member ofthe class so was removed from the lesson to be spoken to by the head ofdepartment. Once he had been spoken to, the head of department escorted thestudent back into the lesson.
The head of department then sat with the studentuntil he was able to continue his learning independently. This intervention wassuccessful as the student was then able to continue the lesson earning positivee-behaviour codes as a reward for his improved behaviour and hard work. The second student’s behaviour required intervention fromthe outset of the lesson. He arrived late, escorted by a senior member ofstaff.
His behaviour did not settle when he took his seat and opened his book, insteadhe began to interrupt others and seek out responses with provocative commentsand behaviour. Due to the nature of the class, responses are not difficult toprovoke and therefore the lesson was immediately unsettled by each attempt madeby the student. As I was familiar with this student’s behaviour, I useddiscretion in addressing his behaviours. Rather than punish, I sought to encouragegood behaviour in line with the school ethos. After this approach did not work,I spoke to the student outside away from any distractions to remove thevariable of “saving face”. I outlined the consequences and rewards of thepossible behaviours he could display for the rest of the lesson.
Thisestablished the outcomes of behaviours, meaning there would be no reason toargue in the event that I had to react to his behaviour. It also removed theaudience so the student did not “lose face” (Unison, 2015). Unfortunately, Ihad to implement consequences and address his disruptive behaviour to maintainconsistency and “certainty” (Unison, 2015). The senior member of staff happenedto come into my classroom for a separate reason, but instantly sensed thetension with the student. I sought the staff member’s help and they decidedthat the student should not be in the lesson and so removed the student. Thestudent was brought back to me later to settle into the lesson, however, he wasunable.
The same member of staff returned and saw that although interventionhad been utilised, it had not been effective. Although this is an example ofwhere a student was not able to be reintegrated to the learning, the supportfollowed school procedure and embedded Unison’s approach of diffusing potentialconflict environments and providing opportunities to recover. Appendix 2:Template: Name Warning Informal Detention Yellow Card Red Card Example A: Name Warning Informal Detention Yellow Card Red Card John Smith This student (John Smith) would need to have a conversationwith the staff member who assigned the informal detention at break time, lunchtime or after school. Example B: Name Warning Informal Detention Yellow Card Red Card Eva Smith This student (Eva Smith) would have the yellow card placed onthe system. This would trigger a half an hour detention after school with thebehaviour supervisors.