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Comment from my mentor regarding high expectations and managing behaviour on my developmental placement:
Comment from my mentor regarding high expectations and managing behaviour on my developmental placement:
Throughout her placement, Rachel has developed her own strategies for behaviour management. She uses a range of techniques to bring the children back together in a calm and efficient way. When there are low level behaviour issues she addresses these quickly and consistently and she has used rewards and sanctions well. Rachel has used a positive approach to managing behaviour and celebrates children’s achievements throughout her lessons to help promote a sense of achievement and encourage others to participate. She sets high expectations for all learners and she constantly motivates pupils to participate during her lessons. Rachel has used an appropriate level of challenge across all areas of the curriculum that she has taught and she has been able to build the children’s confidence and resilience through this. During her placement, Rachel has built excellent relationships with the children and they all speak very positively about her lessons.
Comment from my mentor regarding high expectations and managing behaviour on my consolidation placement:
Comment from my mentor regarding high expectations and managing behaviour on my consolidation placement:
Rachel has a good understanding of the whole school behaviour policy and uses behaviour strategies each day during her teaching. She uses a very calm tone with pupils who respond better to quieter voices and the pupils respond well to this. She has built very strong relationships with her class and has proven to be a strong, stable figure in their everyday school lives. She understands the importance of having high expectations each day and expects the best for her children. Rachel has fostered a very positive learning environment in which the pupils thrive in. Rachel is able to discuss effective strategies for liaising with parents, carers and colleagues to better understand pupils’ individual circumstances.
Adhering to the school's policy through use of behaviour system (ClassDojo) to reinforce positive behaviour:
Adhering to the school's policy through use of behaviour system (ClassDojo) to reinforce positive behaviour:
During my developmental placement, the school used an online behaviour system called 'ClassDojo' to reward the children with behaviour points. The children have an individual profile and are also part of a group, creating the incentive for them to work together to earn prizes. At the end of every week, the pupil and group with the most points was announced to the rest of the class and could choose a prize from the prize box as a result of their good behaviour. When you award a point on ClassDojo, it makes a 'happy' sound that usually gains the pupils' attention, including those off-task. This was particularly useful when several students weren't engaged with the lesson and I wanted to gain their attention without directly calling them out and therefore drawing more attention to their misbehaviour. In the Year 5 class, ClassDojo was used primarily for rewarding good behaviours instead of sanctions. However, it was possible to remove points if necessary. The system makes a 'sad' sound when this happens, which children reacted differently to. For some, it was motivation to earn the point back by improving their behaviour. For others, however, it did the opposite and provided them with another reason to misbehave.
Adhering to the school's policy through use of behaviour system (Traffic Lights) to respond consistently to pupil behaviour:
Adhering to the school's policy through use of behaviour system (Traffic Lights) to respond consistently to pupil behaviour:
During my consolidation placement, the school implemented a 'Traffic Lights' system as a whole-school behaviour management approach. The behaviour traffic light is a system for addressing problem behaviours. This is a level system in which a child earns privileges at different levels depending on his or her behaviour. In this system, the levels of behaviour correspond to different levels on the “traffic light” – green, yellow, and red. Green is the highest level of privileges (when the child is behaving well), yellow is the next level (when the child is engaging in minor problem behaviours), and red is the level on which the child is engaging in severe problem behaviours, such as a meltdown or aggressive behaviour. The child moves to different levels in the system depending on his or her behaviour throughout the day. The goal of the system is to motivate the child to control his or her own behaviour in order to earn rewards and privileges. The focus is not on punishment, but rather on reinforcing the child for behaving appropriately.
Use consistent language and non-verbal signs for common classroom directions:
Use consistent language and non-verbal signs for common classroom directions:
One of my targets after my first lesson observation on my consolidation placement was to develop behaviour management strategies to prevent shouting out. For my next lesson observation, I made sure to implement non-verbal strategies (such as raising my hand or putting my finger on my lips) to address low-level behaviour issues (such as shouting out) which my mentor noticed.
Creating and explicitly teaching routines in line with the school's ethos:
Creating and explicitly teaching routines in line with the school's ethos:
As previously discussed, I utilised the behaviour management strategy (Traffic Lights) on my consolidation placement to support a whole-school approach to behaviour management. However, I also implemented my own table points system within the classroom to increase the pupils' motivation to learn. The table points system was extremely successful and was commented on positively by the class teacher and parents during parents' evening.
Use of effective strategies for liaising with parents, carers and colleagues to understand pupils' individual circumstances that ensure high academic and behavioural expectations:
Use of effective strategies for liaising with parents, carers and colleagues to understand pupils' individual circumstances that ensure high academic and behavioural expectations:
Due to the COVID-19 restrictions, it was difficult to liaise face-to-face with parents/carers regarding academic and behavioural expectations on my developmental placement. However, during my consolidation placement I was able to meet with parents/carers at the door to discuss pupils' progress and wellbeing on a daily basis. This was essential practice, particularly for pupils with home diaries to communicate about specific needs. When the class teacher was absent, I also made phone calls home after-school to ensure that parents/carers were made aware of any significant issues throughout the day if we were unable to talk at the end of the day.
Behaviour management CPD:
Behaviour management CPD:
How to prevent calling out.docxLow level disruption.docxDealing with non-compliance part 2.docxLisa Miller - Managing the Tricky Class.docxTurn-Around-the-Behaviour-of-a-Tricky-Class certificate.pdfTurn Around the Behaviour of a Tricky Class.docxHow to get your class to listen.docxDealing with non-compliance.docx
Working alongside colleagues as part of a wider system of behaviour management:
Working alongside colleagues as part of a wider system of behaviour management:
When necessary, I employed the 'time-out' sanction as part of the whole-school behaviour policy which involved sending the pupil to an 'appropriate class' for 15 minutes. This involved working closely with the Year 2 colleagues to effectively address misbehaviour. Similarly, when a 'serious behaviour' occurred (such as fighting, swearing and bullying), I sent pupils for 'time-out' with the headteacher for 1 hour. This involved working closely with the headteacher on my consolidation placement to effectively liaise about pupil misbehaviour to employ an appropriate sanction.
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