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

the trouble of searching

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

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.

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).

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.

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.

(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.

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.

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

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.

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.

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)