Assignment from lesson observation as well as excellent

Assignment on reflective practice

 

This assignment intends to articulate, exemplify
and critically evaluate an area of professional strengths which has been
identified in placement one and discusses how the chosen strength should be
further developed in preparation for the second placement. Finally, this
assignment sets out targets related to the chosen strength and how it should be
addressed.

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Firstly,
the area of professional strength this assignment will focus on is behaviour
management. This aspect has been identified
as an area of strength in the professional practice therefore scoring
outstanding in section 7 of the teaching standards in the Accuracy in
Assessment document (see appendix 1). Moreover, setting high expectations of
behaviour has been commented by the mentor in the feedback from lesson
observation as well as excellent behaviour management in the placement Summary
Report. (See appendix 1).

It
is stated in section 7 of the teaching standards that a teacher must manage
behaviour effectively to ensure a good and safe learning environment
(Department for Education, 2018). According
to Roffey (2009), who considered the link
of the two terms, behaviour and learning, mentioned that pupil’s rarely have an
issue that are specifically learning or behaviour. The author points out that
pupils who have behaviour difficulties may be distracted and may not have good
relationship with their teacher therefore not see themselves as learners. On
the other hand, pupils with learning difficulties may have poor self-esteem,
view demands of the work as threat and seek alternatives of gaining statues
which could be influenced by peers who encourage negative behaviour. To put
this into perspective, the author simply points out that learning and behaviour
are like two sides of the same coin. Hence this may suggest the reason why
behaviour management is included in the teaching standards.

According to Woollard (2010) Pavlov’s
classical condition theory showed how dogs could be taught to salivate on
hearing a bell. The author further mentions that teachers should understand
that there are behaviours that have been conditioned and our action could
condition behaviour that is seen as appropriate or not appropriate. Likewise,
Woollard (2010) points out that Watson’s theory on behaviourism believed that
the environment shapes our behaviour. The author further clarifies that Skinner
proposed that learning is related to change in the overt behaviour and the
responses is the result of individual response to events that occur in the
environment. For instance, Woollard indicate that behaviour in the classroom
could be modified and learning could be enabled through reward which could
satisfy the pupil.

Roffey (2011) points out that
effective strategies to manage behaviour should be in place otherwise unacceptable
behaviour undermines learning for pupils. Similarly, Porter (2007) also points
out that unacceptable behaviour violates student rights as their actions
interfere with their own learning as well as their peers. Hence, it is crucial
to have effective strategies to create an environment where unacceptable
behaviour does not interfere with learning and to achieve this, we must foster
an inclusive approach.

 

This assignment will further explore a
specific area of behaviour management which is teacher-pupil relationship as Pollard (2014) points that classroom discipline should
be constructed on a good relationship between the pupils and teacher and this
may engage pupils more into learning. However, Lever (2011) states that
teachers who have problems building positive relationships with their pupils
are the ones who experience discipline issues in their class. Pollard (2014)
suggest that there should be a shared understanding between the teacher and
pupils and the relationship will depend on the initiatives made by teachers as
they are the ones who establish rules which will structure behaviour in the
classroom.

 

Interestingly, Pollard points
out that pupils are less likely to challenge their teacher’s authority as long
as they perceive it as fair. Similarly, Roffey (2011) also points out that
teachers who pupil regard them as fair often win pupil’s approval. Here, we may
assume that children look for  
characteristic from teachers such as being “fair” could be a way of
building a relationship between the pupils and teacher. Interestingly, Haydn
(2012) looked at a research which aimed to gain an insight into the factors
that could influence pupil’s attitude to learning. According to Haydn (2012)
the main factor was what the teacher was like as a person. This could show
that teachers may influence pupils learning if they have the qualities that
pupils require from teachers. The author further indicates that the most common
qualities pupils liked in teachers was, talks normally, being friendly and
explain things well. Haydn (2012) concludes that teacher effect was the
strongest influence in pupil’s attitude to learning with numerous pupils
mentioning teacher’s characteristic in the study. Therefore, here we can see
why building a positive teacher-pupil relationship could be an effective
strategy that may engage pupils in learning. 

 

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