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Pg 142 of pdf (What constitutes

an appropriate learning atmosphere will differ from teacher to teacher

and subject to subject and be influenced by layout, seating, temperature

and smell, as well as the quality of pupil-teacher interaction.)
I CAN COMPARE MY HISTORY AND REP CLASS

Pg 142 of pdf (establishes the conditions for nurturing positive interpersonal relationships

(with staff and peers) and supporting the development of self-control and self-regulation. (Doll et al., 2014))
I CAN TALK ABOUT MY RELATIONSHIP WITH THE STAFFS AND THE INCIDENT WHERE I CONTROLLED MY EMOTIONS.

Pg 145 of pdf (Timing in a lesson is everything, be it related to the speed at which you speak, when equipment is given out or when pupils are asked to start work on their own.)
I CAN TALK ABOUT MY TIME MANAGEMENT, MY FEEDBACK, THE LESSON PLAN I STARTED USING.

Pg 157 of pdf (If being smart or having ability is what really counts above all else, and a pupil believes they

lack ability, a characteristic they consider to be unchangeable, what is the

point of making an effort since they are likely to fail anyway?)
I CAN USE THIS FOR EVIE'S CASE

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1:
*Understanding a pupil’s context will inform effective responses to misbehaviour.
*Every pupil should have a supportive relationship with a member of school staff.
HERE I CAN TALK ABOUT EEVIE'S MAIL

2:
*Teachers should encourage pupils to be self-reflective of their own behaviours.
ONE OF HAYDON'S POLICY DURING TIMEOUT

3:
ALL OF IT, AS THEY ARE PART OF MY SCHOOL'S PLICY AND I HAVE TRIED THEM.

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pollard:
pg 3- One can think reflectively only when one is willing to endure suspense and to undergo

the trouble of searching

pg 4-Nevertheless, we never get wholly beyond the trial and error situation.

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in case i want to talk about how reflection has its limitation

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in case i want to talk about how reflection has its limitation

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pg 80

What reflection actually amounts to, however, is considerably less clear. Several

notions of reflection are identifiable in the literature – reflection-in-action, reflectionon-

action, deliberative reflection, etc. Attempts to generate greater levels of reflection

amongst student teachers have taken many forms – reflective journals, action research, the

use of theory and research evidence as analytical frameworks, etc. Creating a course that

helps students to become more analytical about their practice and to take greater charge

of their own professional development is a task with a number of inherent difficulties. For

instance, how does the teacher educator reconcile their traditional role as a gatekeeper to

the profession with that of mentor and facilitator of reflection? How is reflection fostered

when in schools a much higher priority is given to immediate, spontaneous action rather

than analysis and reflection? Efforts in this area, however, have stimulated enquiry into

identifying the cognitive, affective and behavioural aspects of reflection: what are the

skills, attitudes and conditions that promote reflection and enable greater levels of learning

from experience to be achieved?

Research on teaching and teachers’ professional development points towards the

complexity of teachers’ work. Each of the dimensions discussed above identifies an

important set of variables and provides a partial picture of the whole professional development

process. Learning to teach involves the development of technical skills, as well as

an appreciation of moral issues involved in education, an ability to negotiate and develop

one’s practice within the culture of the school, and an ability to reflect and evaluate both

in and on one’s actions.

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if i want to talk about patience and optimism on my scenario

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if i want to talk about patience and optimism on my scenario

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pg 83
Good teachers can be said to exercise sound practical judgement, which involves

exercising virtues such as justice, tolerance and courage, and qualities such as patience and

optimism. We think of good teachers as acting with integrity and trustworthiness, being

open-minded and able to learn from experience. It is an interesting exercise to think of

all the qualities required, desired and expected, an exercise fruitfully revisited at various

points in a teaching career (Burbules, 1997).

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comparison between my 2 classes seating arrangement

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comparison between my 2 classes seating arrangement

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pg 146 of book
I am always

surprised how difficult many trainee teachers find asking their mentors if they

can rearrange classroom furniture to suit their teaching style or lesson format.

It is almost as if the desks are welded to the floor. Being a visitor to someone

else’s classroom, especially as a novice, can make asking to change things a little

uncomfortable.

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pg 204
Behavioural approaches focus on manipulating the environment to change

behaviour, beginning with changing the antecedent (seating arrangements,

teaching style, lesson format, room layout, groupings, etc.). If these do not

have the desired effect, then focus might shift to changing the consequences.

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to describe my problem with this student

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to describe my problem with this student

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pg 182
Of all pupils in school, those with emotional and behavioural difficulties

(EBD) are probably responsible for the highest levels of stress among teachers

(Travers and Cooper, 1996). EBD are wide ranging. Teachers ‘know’ what

they mean by the term, but their pupil with behavioural difficulties may

be very different when with other teachers; it is seldom the case that pupils

exhibit behaviour difficulties with all teachers or in all activities. Defining

EBD and associated terms (e.g. maladjustment, disturbed, disturbing,

disordered, difficult, challenging, antisocial) has a long history.

pg 184
they

are hard to ignore and present a challenge to teachers’ authority. EBD can

occur alongside other issues such as underachievement, lack of persistence on

academic tasks or social skills deficits and, because they are some of the most

challenging pupils for schools to teach, they are the group most likely to be

excluded from school.

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pg 210
Not having an effective classroom management plan (CMP) can result

in the everyday smooth running of a classroom becoming problematic.

pg 211
The first looks at

the foundation for developing your plan: reflecting on your personal beliefs, strengths and personal concerns; your knowledge of your pupils and school;

and the availability of interpersonal and organisational support. The second

part focuses on the contents of the CMP, offering a sequential guide to

establishing and maintaining your authority in the classroom through a

combination of routines and specific interpersonal behaviours (e.g. withitness)

designed to maximise pupil on-task time, as well as the manipulation of the

classroom environment. A positive proactive approach is adopted to establish

efficient routines and procedures by explicitly teaching, reinforcing and

modelling prosocial behaviours. As the relationship with your class develops,

you should adjust the balance between behavioural and cognitive strategies

to further develop pupils’ social competence, always being conscious of the

differing social developmental levels of your pupils. This is the substance of

the third part.

The fourth part concerns how, despite all of the preceding working

successfully with the majority of your class, pupils with EBD require you

to introduce additional support, including a combination of scaffolding

and modelling through whole-class social problem-solving and individual

behaviour plans.

pg 212
Self-awareness is important for reflecting and identifying how your thoughts,

feelings and behaviours interact with organisational and interpersonal

factors and subsequently influence how you manage behaviour

PG 213-215
TALKING ABOUT MY STRENGTHS/ CONCERNS/ SITUATION AND HOW I CHANGED MY APPROACH:
Which pupil behaviours most concern you?

ƅƅ What action have you taken to develop your knowledge about them

and the skills required to deal with them?

CONCERNS: 1.1.2 Concerns

• What personal skills and knowledge do you feel need improvement?

• What behaviour problems do you face (or think you might face):

ƅƅ around school?

ƅƅ in your classroom?

ƅƅ with individual pupils?

• Which disruptive behaviours are you most concerned about?

• Which behaviours have caused you difficulty in the past?

In analysing your concerns, note:

• Which are within your control (e.g. behaviour in your classroom) and so

you can change?

• Which are not within your control (e.g. circumstances at home) and so

you cannot change?

• Situational—What’s happening? Is this a threat to me? Is it a threat to my

pupils? Do I understand what is going on?

• Personal—Am I coping? If not, why not? Do I feel capable of coping with

this situation? Can I gain control of what is happening using my previous

experience, assertiveness, or bluff? How am I feeling (anxious, angry)?

• Interpersonal—Who can help me? Are they available? What type of help

do I need?

• Organisational—What does the school policy say about how to deal with

this situation? What resources/training are available to support me?

pg221

Plan and develop effective classroom management strategies, including

proactive (teaching required behaviour), reorientation (redirecting

misbehaviour early) and reactive strategies (correcting unacceptable

behaviour) with the primary emphasis on explicitly teaching, modelling

and reinforcing desired behaviour.

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PG 217
Any class of pupils will exhibit behaviour on a continuum that ranges from

those who never seem to misbehave to those who seem to always be in trouble.

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literature pg 217

Where the majority

of pupils regularly misbehave and have difficulties regulating their behaviour,

a high level of teacher direction (HTD) is required. Here, a higher percentage

of formal lessons and individual tasks that are easier to manage should be

used but with a view to adjusting this balance over time. Between the two

extremes are classes that require moderate teacher direction (MTD). It is also

important to be aware of how a minor change can affect a group’s behaviour,

pg 223
Decide who is going to sit where and keep a simple seating plan in your

records for each class – include a note of any concerns.

The beauty of classroom physical layout is that it can usually be manipulated

in advance of your pupils arriving, i.e. when under less pressure.

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pg 220 NICE guidelines (2009) recommend that teachers and staff in secondary

schools should have the knowledge, understanding and skills required to

develop young people’s socio-emotional well-being. This involves promoting

positive behaviours and successful relationships to reduce disruptive behaviour

and bullying and should be evident across all curriculum subjects. Focus

should be on developing pupils’ motivation, self-awareness, problem-solving,

conflict management and resolution, collaborative working, understanding

and management of feelings and managing relationships.

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Pollard, pg 213
For student teachers, it is very good practice to study the strategies used by established teachers and to discuss their routines with them. Acting confidently, which such consultation will enable, will communicate competence so that, hopefully, success builds on success.

pg 216
This concerns the maintenance of consistency in the promotion of classroom rules, routines and expectations.

pg 170
The first few weeks of contact with a class, the period of ‘initial encounters’ (Ball, 1981b), is a particularly important opportunity during which a teacher can take initiatives and introduce rules and understandings.

pg 171-172
Routines, in other words, are multi-purpose procedures which put rules and understandings into practice. When they are established, a switch-signal may be given (maybe a teacher announcement, a sound, or hand-signal) and hardly anything needs to be said! But the expectations which are embedded routines do always need to be patrolled and maintained. If this is not then understandings will decay and children may take advantage situation. Routines are thus a major focus of negotiation as the consensus develops.
I CAN USE THIS TO TALK ABOUT MY TRANSITION FROM VERBAL AND NON VERBAL PHRASES TO COUNTING METHOD.

pg 180
Good teaching has never been easy, for to some extent it has always meant placing the learner’s needs before our own.

pg 14
develop personal knowledge of and rapport with individual children. This is a foundation for establishing good behaviour and a positive learning atmosphere in the classroom – and is key to school practices.
HOW DID THIS NOT WORK FOR ME.

pg 20
One particular issue which should be watched for, in relation to pupils’ relationships with each other, is that of bullying (Elliott, 2002, Tattum and Lane, 1989, Robinson et al., 1995).
HOW SEPERATING THEM WAS IMPORTANT

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Pg 123 (talks about how schools have less resources for senco but teachers can try from their end)
Pg 124 (how a tr should have knowledge about their students) I can talk about students passport, subject teachers help and senco
Pg 126 elodie and jamie both had different needs
Pg 126 how i encouraged them to work irrespective of SEND
Pg 126 i can use this to talk about jamie
Pg 127 i used these techniques (visual timeline ppt snapshot could help as evidence)
Pg 127 i used colored papers for elodie
Pg 128 (to describe autisitc view; my pt showing visual timeline)
pg 129 adh, i can use this for evvie (maybe) about leaving classroom, constant apprecialtion.
pg 132 i can talk about how i was working with jamie to positivley reinforce him and understood him emotionally
Pg 133 triad of understanding to show my journey of understanding my students as well as myself.
Pg 134 I can use this as an opening or concluding point for inclusion; what is inclusion?; how inclusion is more effective than differentiation

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Pg 5 talk about strategies, i can use it to show i tried all these in my clasroom
Pg 6 diagram can be used for lesson planning case study
pg 6 how importance is given to needy students but also all students
pg 7-11 talks about what can a tr do in a classroom, marked are the things you did, elaborate them
Pg 18 how my school caters this needs

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pg 477 talk about inclusion
pg 477 how differentiation is viewed in my school and how i viewd it
pg 478 quote of a person about inclusion
pg 480 how my techniques didnt affect other studs
pg 489-490 3 ways to make classroom inclusive
pg 490 why did i use this pedagogy
try to use this in conclusion pf 494

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pg 58, intro; how effective planning makes one less anxious; what us needed to plan a great lesson
pg 59, analogies to show how previous school templates had no revision, whereas how i improvised
pg 63 how lesson planning can be frustrating but fruitful too; to show I struggled with lp earlier looking at experienced trs.; how I improvised the lessons ppt
pg 64 how I worked on the subject knowledge, I can use sir I's comment on ICT; revision slides; resources I can use this to show my stages of LP
Pg 66 I can use this to talk about putting a task on the board meanwhile taking register to let them know class has started; pg 67 to mention I put the task on the board.
pg 69 comments on time management
pg 71 conclusion/ reflection

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pg 38: to build connection with the other 2 case studies; pg 48 same
pg 53 The experienced teachers who you work with in school will give you assistance

with lesson planning, but ultimately the plans need to be yours. Avoid trying to teach

someone else’s lesson:::to talk about success/failures
pg 52 talks about not blaming oneself for the failure
pg 62: i can talk about how via lp i ensured everyone is learning (disruptive students, send, normal)

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pg 24:i can use this to talk about what approaches i took in my classroom

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pg 216 how experienced trs created the SOW
pg 217 how setting clea objective is important
pg 218, 219 seahorse story, if you dont know where to go, you will b lost
pg 219 how i shared LO on my ppt
pg 220 how ones own bg lesds to biasness

pg 231 how i took my sweet time to build rapport with the class
pg 231, 232, 233 talks about how students entered, where they sat, the register, i can talk about the routine
pg 254 and rest all also talks about lp in the same way
Pg 256 I can talk about the already given lp; how I used to improvise made a great deal \\pg 257 talks about different styles\\pg 258 teaching styles
pg 266 talks about differentitation
267 revision \\ 267 lo
274 routines 280 yh behaviour management k lie 284,299
pg 292 timing
pg 304 only one part of teacher's job