Evaluate critically the current research and advanced
scholarship in one aspect of your professional development.
a comprehensive understanding of critical reflection, and your ability to
continue to deploy this, in order to advance your knowledge, understanding and
skills to a high level.
exemplify and critically evaluate an area of your practice which you are still
developing as a beginning teacher. Identify priorities for your early
professional development in the context of newly qualified teacher (NQT)
induction in the form of a Career Entry Development Profile. (Your reflections
from phase 1 placement contained in the RPD must be included)
exemplify and critically identify an area of your practice which you are still
developing as a beginning teacher and identify an action plan to address areas
Teaching Standard 7: Manage behaviour
effectively to ensure a good and safe learning environment
Introduction to behaviour in the classroom:
What am I looking at?
During discussions of classroom management there is a
tendency to focus on discipline and managing misbehaviour. However, classroom
management and the management of all behaviour is far more than handling badly
With the development of whole=school behaviour policies
Research into the supposed decline of early adolescent
academic behaviours has increased over the past 20 years, with an important
emerging between motivation and classroom behaviour (Bugler, McGeown & St Clair-Thompson,
Why is it important?
What have I done (summary)?
Where was I at the start of the year?
What was my view on behaviour?
What were my behaviour policies?
School behaviour policy (inclusive)
What does it look like?
The behaviour policy at Lyng Hall School is inclusive in the
sense that there is a focus on alternative provision rather than exclusion.
Arguably, the process of incorporating a punitive exclusion policy in a school
in low socioeconomic area would merely maintain the cycle of detachment to the
school (Pei et al., 2013). Due to the behaviours exhibited by students,
punitive responses to misbehaviour have not previously functioned at the
school. There are also other behavioural issues that have been linked to the
socioeconomic background of the school. Less affluent students are more likely
to exhibit negative psychological behaviours (such as irritability, a bad
temper, feeling low and nervous and difficulty sleeping; Elgar, 2015).
All schools must have a behaviour policy that
included the school rules (Department for Education, 2013)
This type of punishment maintains a cycle of
detachment to the school (Pei et al., 2013)
Socioeconomic differences in adolescent’s mental
and physical health has increased since 2002.
in health is associated with educational attainment, there is a differences in
adolescent’s mental and physical health based on socioeconomic background, with
Largest inequalities between socioeconomic groups
of adolescents were in life satisfaction
Least affluent groups:
Less physical exercise, psychological symptoms (irritability
or bad temper, feeling low, feeling nervous and difficulty sleeping)
Mavroveli and Sánchez-Ruiz (2011):
Poor socioemotional skills have been related to
school performance and peer relations
Gender differences in socioemotional skills have
Higher trait emotional intelligence may cope
with school demands and peer context better through confidence in
How did it impact my teaching?
The “Lyng Hall Standards” guidelines are designed to allow
staff to interpret the behavioural expectations in their own way and allow
staff autonomy over their own behavioural expectations and management
strategies. As a result, my own attitudes towards behaviour and my behaviour
management 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 utilise
a behaviour management technique based almost entirely on positivity and reward
for acceptable and desirable classroom behaviours. Using the school’s
e-behaviour system, with which students’ behaviour is tracked through a
positive and negative coding system, I frequently make the achievement of rewarding
positive codes known to the students through writing their names on the board. For
each behavioural expectation that is met, students receive additional ticks
that are equivalent to a positive code. Students’ names are written on the
board as soon as they enter the classroom and are ready to learn. I have found that
using positivity to encourage positive behaviours has been more successful than
punishing negative behaviours. This is supported by research that suggests that
reducing punitive language and increasing the use of praise facilitated on-task
behaviour (Houghton et al., 1990).
Behaviour plan 1:
Seating plans (Wilson, 2014):
Are often used ineffectively and should be used
proactively to boost attainment, encouraging support and development
Students given free reign: naughtiest boys will
sit 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:
Truancy is an important predictor of delinquent
behaviour (Dryfoos, 1990)
Effective teaching: It is essential to establish
organised classroom routines and expectations to create an environment that is
conducive 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?
What are my targets?
Having reflected on my behaviour management in a school
setting that does not require a consistent focus on discipline and poor
classroom behaviour, I have fond that I need to develop my ability to deal with
passive pupils (Zimmerman, 1990, The
Secret Teacher, 2014). I have found that managing classroom behaviour refers to
more than dealing with explicit negative behaviour and also includes
maintaining the focus of all pupils despite apparent good behaviour.
How can I improve (methods)
Wilson (2014): Countering low self-esteem and poor
Visualisation prompt sheet, positive
Second School behaviour policy
The behaviour policy at my second school placement is different
to Lyng Hall School’s. Coundon Court is a much bigger school than Lyng Hall
with around 1700 pupils. Due to this, there is a need for behaviour to be
monitored deliberately and consistently. There are pre-set responses (Appendix
2) to misbehaviour that escalate as the problem behaviour worsens. A
whole-school, pre-determined behaviour system is referred to as “assertive
discipline” by Canter and Canter (2001); this behaviour management technique
allows little room for classroom discretion and creates a clear expectation
from both staff and pupils. In terms of the impact on my own practice, it was challenging
to begin to integrate a punitive response to misbehaviour as my teaching instincts would ordinarily seek to diffuse
these behaviours. As a result, using the system has been part of a gradual
process that has encouraged me to be firmer and more focused on behavioural
expectations. As my behaviour management continues to develop I will
incorporate this assertive discipline into my own practice through the
maintenance of non-negotiable classroom expectations.
Coundon Court employ a system of rewarding behaviour based
on Coundon Coins, small red coins with the Coundon Lion engraved onto them. I
have found that the Coundon Coin system completely resonates with my own vision
of behavioural rewards. The token economy developed within the school functions
at two levels. The positive feeling of being awarded a physical coin for your
positive contribution to learning and the school environment is sure to
encourage more of these behaviours. Furthermore, the engraving of the Coundon
Lion onto the coins instils a direct loyalty to the school. This is further
engrained due to the reward tiers of earning pin badges in exchange for your
Department for Education (2013) Behaviour and discipline in
schools: guide for governing bodies. Department
Dryfoos, J. (1990). Adolescents
at Risk: Prevalence and Prevention. New York: Oxford University Press.
Elgar, Frank J. (2015) Socioeconomic inequalities in
adolescent health 2002-2010: A time-series analysis of 34 countries
participating 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 Praise
on Classroom Behaviour in Four British Secondary School Classes. British Journal of Educational Psychology, 60
Mavroveli, S. & Sánchez-Ruiz, M. J. (2011) Trait
emotional intelligence influences on academic achievement and school behaviour.
British Journal of Educational
Psychology, 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 wrong
with being a passive learner?’ The
Guardian, 22 March. Online
Available from: https://www.theguardian.com/teacher-network/teacher-blog/2014/mar/22/secret-teacher-passive-learners.
Wilson, G. (2014). Raising
Boys’ Achievement. London, Bloomsbury Education.
Zimmerman, B. J. (199). Self-regulating Academic Learning
and Achievement: The Emergence of a Social Cognitive Perspective. Educational Psychology Review, 2 (2),
The first student’s initial misbehaviour was low-level
(talking over others). This behaviour usually requires a quiet conversation
with the student in the classroom followed by a more focused conversation
outside the classroom. After following these steps, the student’s misbehaviour
began to escalate further. The student swore very loudly at another member of
the class so was removed from the lesson to be spoken to by the head of
department. Once he had been spoken to, the head of department escorted the
student back into the lesson. The head of department then sat with the student
until he was able to continue his learning independently. This intervention was
successful as the student was then able to continue the lesson earning positive
e-behaviour codes as a reward for his improved behaviour and hard work.
The second student’s behaviour required intervention from
the outset of the lesson. He arrived late, escorted by a senior member of
staff. His behaviour did not settle when he took his seat and opened his book, instead
he began to interrupt others and seek out responses with provocative comments
and behaviour. Due to the nature of the class, responses are not difficult to
provoke and therefore the lesson was immediately unsettled by each attempt made
by the student. As I was familiar with this student’s behaviour, I used
discretion in addressing his behaviours. Rather than punish, I sought to encourage
good 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 the
variable of “saving face”. I outlined the consequences and rewards of the
possible behaviours he could display for the rest of the lesson. This
established the outcomes of behaviours, meaning there would be no reason to
argue in the event that I had to react to his behaviour. It also removed the
audience so the student did not “lose face” (Unison, 2015). Unfortunately, I
had to implement consequences and address his disruptive behaviour to maintain
consistency and “certainty” (Unison, 2015). The senior member of staff happened
to come into my classroom for a separate reason, but instantly sensed the
tension with the student. I sought the staff member’s help and they decided
that the student should not be in the lesson and so removed the student. The
student was brought back to me later to settle into the lesson, however, he was
unable. The same member of staff returned and saw that although intervention
had been utilised, it had not been effective. Although this is an example of
where a student was not able to be reintegrated to the learning, the support
followed school procedure and embedded Unison’s approach of diffusing potential
conflict environments and providing opportunities to recover.
This student (John Smith) would need to have a conversation
with the staff member who assigned the informal detention at break time, lunch
time or after school.
This student (Eva Smith) would have the yellow card placed on
the system. This would trigger a half an hour detention after school with the