teaching practice portfolio level 5 micro teach rational

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Professional Activity Reflection

9.12.2013

Behavioural problems arise in the classroom for many different reasons, resulting from the pupils themselves being disruptive down to bad teaching. Strategies can be put in place to try and minimise or pre-empt them before they set in. According to Caspari (1976, p8) “Every teacher accepts that a new class will “try himout” after a short honeymoon period.” It is necessary to set ground rules in the classroom from day one in order to overcome these situations by “Discussing and negotiating them with the students is best and gives the students ownership and hopefully they follow the rules.”(Gravells 2012) Powell and Tummons (2011, p.7) states that understanding “Outwood behavior is often the first indication of another difficulty.” This gives realisation as to why classroom management techniques are important and must be used to minimise the disruption to the group. Gravells believes that behavioural issues “Must not be ignored and addressed immediately, however with experience it will be realised that some things can be ignored.” (2012, p.101) Some students misbehave just to get attention. They may start off with low level disruption, like name calling, making silly noises or fidgeting and most times this can be ignored or prevented by simply using a seating plan to minimise the disruptions. “When a child realises that he is being ignored when he exhibits certain behaviour, he is likely to increase the behaviour in the short term to try to get the attention he wants.” (Saunders 2012, p.79) This is where the behavioural issues become uncontrollable and can destroy the session for all involved. It is important to speak to the individual letting them express their feelings, addressing the behaviour and speaking to the student helping build a good rapport. The Aim of the Microteach session was to overcome or rectify a behaviour management issue that occurs in the classroom and if ignored the consequences that could occur in their school years, on the group and into their adulthood on society. The chosen area being “The Quiet behaviour” was an area of interest and a trait that the student teacher had whilst at school. The theory was delivered to give the tools to help fellow student teachers deal with this situation should it arise and help get the most out of their students. When a student is present in the classroom that displays the behavioural issues it is detriment to the lesson that it is factored in on the lesson plan. "Finding out about our learners is an important part of the planning stage and the basis for differentiating between our learners" (Ingleby, Joyce and Powell 2010, p.16). This prepares the Teacher to have a back-up or extra work ready for the student helping tackle the behaviour. Understanding that there is differentiation amongst the students allows the teacher to try and minimise issues and help include all students. More focus was placed upon the content of the microteach with questioning and a video used to show an extreme outcome if a quiet behaviour is ignored. Irving-Walton, J. (2013) commented that "The video clip was very effective in supporting your assertions." The clip also helped break up the theory and tell a real story cementing why you must not ignore this behaviour. Other visual aids like a Working wall or posters could have been used to include the theory so that the session was less teacher led and more student led, this would give more emphasis on the learning taking place. Better planning would have addressed this and developed further assessment techniques. Emphasis is placed on what learning is taking place, not what the teacher is doing and it is important to assess that learning. The session fell short on assessing the learning as Irving-Walton (2013) commented to "Continue to develop your questioning skills. Focus next on how you frame your questions, delving deeper, asking more complex questions, directing your...
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