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1st Year final report with managing behaviour 

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1st Year final report with managing behaviour 

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This is my final report for my 1st year professional practice. It describes how I was managing behaviour in the classroom. It has been identified that I have a calm atmosphere, but I made sure to set boundaries when responding to the children's behaviour. Having a calm approach when teaching, I made sure that all the children's feelings were heard and respected.

In my final report, I can also see by the end of my placement, I had improved on my behaviour management techniques as I gained greater confidence.

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2nd Year final report with managing behaviour 

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2nd Year final report with managing behaviour 

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This is my final report for my 2nd year placement. It explains that I have maintained good behaviour strategies throughout my practice, with keeping to the same behaviour policy, so the children are in the same routine. Also, on playground duty, I was able to manage the behaviour of the whole school successfully.

As my confidence grew, with the use of self belief, this helped me create the boundaries required in the class.

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This observation was my first one in my 3rd year placement, I made sure to use positive reinforcement throughout, and I also used strategies I remembered from my previous placements.

As this lesson focused on friendships and relationships, the children were able to open up and discuss worries, which helped formed respect.

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As identified, within this maths lesson, lots of encouragement was used throughout. Behaviour management is still shown to be a strength within the lessons.

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As this computing lesson had different activities, making sure the children were still on track was a priority. The use of behaviour management is still apparent in all lesson observations.

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My WDS form for week 1 indicates that I am already starting to show high expectations of behaviour.

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In week 2, I was starting to become more familiar with implementing the schools behaviour policy whilst I am teaching.

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By week 4, I had the opportunity to be involved in the Year 2 meetings where behaviour was being discussed. As I had been teaching for a couple of weeks, we spoke about the different strategies which should be put into place.

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As I progress through the weeks in my final professional practice, my confidence is improving and using TAs to help with behaviour management is now being used.

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My interim report describes that I have a good understanding of the expectations which are needed within the classroom.

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This lesson observation in art shows I am starting to use different strategies to manage the behaviour when bringing the children to and from the carpet. Also, my behavioural expectations are seen to be consistent.

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This science observation was produced in the same week as my art observation, the expectations are still progressing as I am teaching.

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In my week 1 WDS, building good relationships is what helped me with demonstrating excellent behaviour management skills.

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As my behaviour management expectations progressed, I was able to relate this into a school trip whilst looking after my own group with an instructor.

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This is a section from my feedback, from a science observation. I was gaining confidence on when to implement the correct behaviour policy actions.

Going through my past observations and WDS forms, I can see that progression is being made as my feedback is more consistent throughout with my high expectations of behaviour in the classroom.

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On my professional practice, I made sure to understand the behaviour policy as the children would be used to the actions. As I progressed further into this placement, I was able to grasp the actions needed to be taken and use them in the correct manner, so I could respond accordingly to the children's behaviour.

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As I had formed positive relationships with the children, they understood my boundaries and this worked well when loading a video.

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With the children being engaged throughout the lesson, this then enabled me to check the children's understanding prior to the activity, so there were no major behaviour issues as they could all be on track with the task.

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During this lesson, the children were learning about meters. So, they had the opportunity to go around and measure items that were longer than a meter.

I had to make sure all the behaviour was properly managed and the children were still concentrating when walking around the classroom

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1st Year Use references and powerpoint notes

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1st Year Use references and powerpoint notes

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During my time in this lecture, I was able to understand the three main teaching styles; the controller, the friend and the benign dictator. This helped me picture what type of teacher I would be in my professional practice. This lecture helped me to underpin what a teacher needs to do, to manage the behaviour in the classroom.

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During my time on professional practice, I have had the opportunities to use the techniques discussed in the seminar to develop relationships with the children and staff. This has enabled me to develop my confidence when asking for help from the teachers. This technique has also helped the children to understand my boundaries of what is acceptable when I am teaching.

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Second year- use references and powerpoint notes 

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Second year- use references and powerpoint notes 

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Disruption has been noticed throughout my time on professional practice. The children can often change their own attitudes when a new teacher is in the classroom. However, I found this lecture to be beneficial as it provided me with information that could help me with the children's behaviour in the classroom.

The seminar provided me with the knowledge and understanding for the reasons there is challenging behaviour and how to address problems which may occur in the classroom early, so they do not become anything further. Using the PACE technique is a way that aims to make the children feel safe in the classroom.

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3rd Year  use references and powerpoint notes 

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3rd Year  use references and powerpoint notes 

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Bullying can possibly be one of the main reasons for behaviour issues in a classroom. However, with being provided with the information about Anti-Bullying Alliance (2021), this produced ideas on ways as a whole-school we can manage behaviour, starting with anti-bulling.

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It is apparent that my behaviour management and expectations have progressed over the three years of my teacher training. 

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It is apparent that my behaviour management and expectations have progressed over the three years of my teacher training. 

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During my time on placement, I have been given the opportunity to attend a trauma staff meeting. This meeting broke down the feelings and emotions a child may feel, different techniques we could use in the class to help the children and what could be put into place to make our classroom a safe environment.

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During my time on placement, I have been given the opportunity to attend a trauma staff meeting. This meeting broke down the feelings and emotions a child may feel, different techniques we could use in the class to help the children and what could be put into place to make our classroom a safe environment.

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ANTI-BULLYING ALLIANCE, 2021. ABA & Our Work. Anti-Bullying Alliance [online]. Available from: https://anti-bullyingalliance.org.uk/aba-our-work. [Accessed on 1st April]. 

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ANTI-BULLYING ALLIANCE, 2021. ABA & Our Work. Anti-Bullying Alliance [online]. Available from: https://anti-bullyingalliance.org.uk/aba-our-work. [Accessed on 1st April]. 

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Throughout the three years, I have been able to develop an understanding of how to assess certain situations and to promote a positive learning environment. 

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Throughout the three years, I have been able to develop an understanding of how to assess certain situations and to promote a positive learning environment. 