Figure A
Relationship with Self: ‘a cyclical relationship between self confidence and intrinsic motivation.’ (Capel, Leask, Turner 2009: 125)
This essentially considers the extent to which the child can access education on a macro scale. How far is the child hindered before he enters the classroom and what can the practitioner do to help him progress in spite of this? Academy X ‘serves a socially disadvantaged community in the area’ but is ‘working hard to tackle students overall low aspirations and lack of motivation’ (Ofsted Report 2010). It is clear, from my experience that the social and economic disadvantages that many of these children face impact their learning behaviour immensely. Often, students will not attempt work because of a self imposed stigma. My bottom set year 10 class have struggled with the first of their GCSE controlled assessments. Despite adequate preparation, when faced with exam conditions they are overcome with apathy. Viewing failure as inevitable, they would rather not try and fail; than try and fail. This also explains their lack of effort in the day-to-day of the classroom and is certainly rooted in problems that are endemic within the community. White working class apathy is a well documented problem in schools, particularly for boys and has become a target group for the Academy this year. Liz Sidwell, England’s Schools Commissioner, noted that “ the white working class can be the most challenging [culture]” ( The Guardian 2011).
One method of increasing motivation is the use of positive reinforcement. Skinner notes that for positive reinforcement to be effective, the rewards must be relevant to the pupil (Capel, Leask, Turner 2009: 154). In practise this is a complicated issue. Academy X has employed the ‘Vivo Mile’ system of rewards that allow students to use points awarded in class to purchase items of their choice. Although there is an argument that monetary incentive for achievement has certain moral connotations, in terms of behaviour management this has superb effects. I have found that students do respond well to this system, perhaps because in choosing their own reward it becomes immediately relevant. On the whole, students enjoy success and praise has proved far more effective than sanctions. ‘Positive reinforcement generally increases motivation to learn and behave (Capel,Leask,Turner 2009:129).
However, this does little to solve the endemic cultural problems discussed above. More can be done within the classroom to enhance students’ sense of self worth by exposing them to a wider cultural sphere and their place within it. For example, in analysing travel guides within a particular unit of study, the children were exposed to experiences which they had not considered. Simply considering the fact that they may have access to such things not only increases their enjoyment of study but widens their aspirations and increases their motivation. School trips are another method of achieving such goals and are something that I plan to get involved with in the coming months. Breaking down these cultural barriers will greatly impact the ways in which students come to value school and their education, in turn positively effecting behaviour in the classroom.
Relationship with Curriculum: ‘much poor behaviour has its origins in the inability of the child to access learning, rather than as a result of an unchanging character defect.’(Steer 2009: 43)
Work set must be ‘relevant, engaging and appropriately differentiated’ (Capel, Leask, Turner 2009:139). To make the work engaging, relevance and differentiation are crucial. Firstly, when the material is relevant to the students their access is greatly enhanced. In getting to know my class I have been able to tailor my units of study to their interests, using them as a vessel for a range of activities. Also, in sharing success criteria and measured outcomes, students are exposed to the tangible benefits lessons offer. This means they know exactly what they are working towards and what exactly they will be gaining. Clark has stated, in line with this, that ‘attributing meaning to school learning are important detriments to of behaviour’ (Powell and Tod 2004: 17). I have found that when either of these factors are lacking there is a marked difference in behaviour.
Differentiating work is also an essential factor in behaviour for learning. In enabling all students to access the curriculum by ensuring that it is not so difficult that they see it as a barrier, and by pushing those who particularly enjoy challenging themselves, disruptive behaviour can be minimised. When students feel that they ‘can’t do it’ or that the work is ‘too easy’ their frustration, through no fault of their own, immediately turns into disruption. It has taken time to assess the level of students within each class and as I have progressed I am increasingly better equipped to tailor the lesson to their specific needs. I have learnt that planning activities effectively means that it is done accordance with this. However, the 2010 Ofsted report noted that ‘there remains too much variation in the way lessons are planned to meet students’ particular needs.’ The disparity of ability within some classes is so vast that this can be a real challenge and it is something that I am constantly reflecting on with more experienced members of staff in my department and those who specialise in the needs of SEN and gifted and talented pupils.
Relationship with others: ‘schools work to create their ethos through their relationships, their practises and rules.’ (Steer 2009: 40)
Students relationship ‘with others’ can be split into two sections. On a macro level, the relationship with the school and their behaviour policies in general; on a micro level, how students interact within the classroom, with each other and myself. When a pupil is misbehaving procedures must exist for dealing with the situation’ (Steer 2009:64). Behaviour and attendance have been, as stated in the 2010 Ofsted report, a concern for Academy X but they have improved significantly since the last report. Academy X has an overarching consequences system that is open to adaptation. Students know what the next steps are in terms of sanctions, and in my first few weeks were quick to remind me. The students are clear about the rules and this gives some stability. One thing that I have struggled with is making the decision to remove a pupil from the classroom. Steer notes that ‘the interests of the class must be seen as paramount’ (Steer 2009:64) and this is something I always try to consider. Although there is some consistency with the sanction system, the school uses a behaviour management program called Sleuth which is not used with the same regularity. Academy X has been unclear as to when behaviour should be logged. Those monitoring the system claim that all disruption should be logged but this is an almost impossible task. On the whole, as stated above, behaviour has improved in the school and this seems attributable to Academy X’s clear sanctions policy. In addition the school promotes a positive working ethos by being consistent with the consequences of uniform and attendance sanctions. In addition, I always try to model good behaviour and relationships in front of my classes, something highlighted as essential by Steer (Steer 2009: 74).
Within the classroom I have learnt the importance of fostering a positive environment for learning to deter bad behaviour as mentioned by Maslow in his Hierarchy of Needs. This involves a strengthening of my relationship with the students and allowing their relationships amongst themselves to flourish. It is clear that ‘pupils are more likely to develop positive behaviours when they experience positive relationships with teachers’ (Serow and Soloman 1979: 672 ). It has taken time for my students to acclimatise to my teaching but I have seen a clear improvement. As mentioned earlier, taking time to oversee afterschool activities (such as football training) has yielded real results in the classroom. This is something that I must make more of a concerted effort towards. Steer suggests talking to students in queues to help build such relationships (Steer 2009: 40). Calling parents about both positive and negative behaviour has also assisted my relationships with students. In doing this they begin to understand that their behaviour in the classroom extends beyond four walls. ‘The potential to effect radical change when parents and schools work closely together is significant’ (Steer 2009:52). Not only has this assisted my authority within the classroom it has also allowed me greater access to the context of their lives which in turn helps me gain a greater understanding of them. Speaking to parents has also proved useful in repairing damaged inter-student relationships. I had two students in my year 9 class who’s relationship was affecting the learning of the class. A phone call home to both parents all but dissolved the situation. Of course, alongside this I put into practise various strategies, most notably (and recommended by Steer and Academy X) the use of a seating plan. My seating plans are still constantly changing as I seek to find the best possible equation to foster learning within a framework that discourages disruption. Often, I will sit students of different abilities together. I have found this successful as the students are able to assist each other, building their interdependence with one another. Peer assessment also fosters this ethos which adds to a positive learning environment for the students.
Overall, I feel as though the Steer Report and the Ofsted Report for my school have been a vital tool in aiding my progression as a classroom practitioner. It is through theoretical research that behaviour strategies are loosely formed but then through experience that they are refined. There is no precise formula for classroom management but through persistent research and implementation, always within the context of my school, my practise is and will continue to be greatly enhanced.
Bibliography
Capel, S, Leask, M, and Turner, T (2009) Learning to Teach in the Secondary School, London: Routledge
The Guardian, 23.09.11, Education chief identifies white working-class pupils as big challenge, , accessed on 30.10.2011
Kolb, D. (1984) Experiential Learning: Experience as the Source of Learning and Development, Prentice-Hall, N.J
Ofsted Inspection report, April 2010
Serow, R.C. & Soloman, D. (1979) Classroom climates and students’ inter group behaviour. Journal of Education Psychology 71: 669-676
Steer, A (2009) Learning Behaviour: Lessons Learned – A review of behaviour standards and practices in our school. Institute of Education, University of London
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sgrossobel (student)
