Benchmark Statement:
3.2.2 Develop positive relationships and positive behaviour strategies
Rationale:
It is important to have positive relationships with a class as this creates a better learning environment. I feel that from working with the class on my serial days I have built the foundations of positive relationships with some children in the class but would like to develop positive relationships with all the children. The class teacher demonstrated a range of positive behaviour strategies during my serial days and exploring some of these will give me a better understanding and help me to enforce them when I am teaching the class.
Expected Features:
- Demonstrate care and commitment to working with all learners;
- demonstrate knowledge and understanding of wellbeing indicators;
- show awareness of educational research and local and national advice, and demonstrate the ability to use a variety of strategies to build relationships with learners, promote positive behaviour and celebrate success;
- apply the school’s positive behaviour policy, including strategies for understanding and preventing bullying;
- know how and when to seek the advice of colleagues in managing behaviour;
- demonstrate the ability to justify the approach taken in managing behaviour.
Action Plan:
Before starting placement, I will familiarise myself with behaviour management strategies that can be used in the classroom and find academic readings to reflect on throughout my placement. I will note down some questions to ask the class teacher during my first week, e.g. behaviour issues in the class, bullying, children with additional support needs etc.
Week 1
I will read pages 101-111 titled ‘The Teacher’s Authority and Mutual Repect and Raport’ from chapter 7 (Relationships with Pupils) in the book ‘Effective Teaching in Schools – Theory and Practice’ by Kyriacou. This will give me a basic understanding of some of the ways teachers build relationships with pupils and techniques for behaviour management.
I will observe the class teacher and note what her approach is to behaviour management. I will try to mirror these techniques when working with the class, until I have the confidence with my own behaviour management skills.
I will learn the children’s names and observe their behaviours and attitudes in the classroom.
Week 2
I know that the class teacher uses some of the approaches by Jeff Battle (Whole Brain Teaching) in the classroom for behaviour management. I will research these this week and also observe and reflect on their effectiveness in the classroom. I will discuss these with the class teacher and ask for her views about how effective this method is.
When working with groups in the class I will observe their behaviour and how they respond to someone other than their class teacher giving them instructions. I am aware that student teachers sometimes struggle to gain the respect of children as they do not see them as proper teachers. I will pay close attention to my behaviour as well and ensure that I am serious and professional.
I will also ask the class teacher about children in the class who have additional support needs and what support they require to have the same opportunities as the rest of the class.
Week 3
I will read chapter 1.2: Professionalism and trainee teachers from the book ‘Learning to Teach in the Primary School’ by Arthur and Cremin particularly focussing on the section about relationships with children. I will reflect on my relationship with the class and ask the class teacher for feedback.
Week 4
I will focus on the wellbeing indicators from GIRFEC this week and reflect on how I can ensure all children are achieving these indicators as their teacher. I will read chapter 8.4 ‘Understanding the Teacher’s Pastoral Role’ from Learning to Teach in the Primary School’ by Arthur and Cremin (2006) and compare what is said in this chapter to what the Scottish Government says about a teacher’s role in promoting the wellbeing indicators.
