Danielle Martin - 7461184

You Have Been Considering Behaviour and Classroom Management and Teaching Reading Using SSP. Drawing on your University Taught Sessions and Experience/Observations in School Write a Journal Entry Reflecting on Effective Classroom and Behaviour Management Strategies and your Experience of Teaching Early Reading. In my experience of observing lessons and teaching input to lessons, all of the schools I have experienced have made use of behavioural interventions in order to ensure effective classroom and behaviour management. One school undertakes a whole school approach which entails: allocating children to different named houses, then children gaining points for their house through positive behaviour. The house with the most points is read out at the end of each week, with the winning house ultimately gaining the opportunity to go into the hall first for the Friday special hot dinner meal. In this way children are encouraged to behave in a positive manner for the good of the house, rather than solely for personal gain. My reflections are that this gives pupils the opportunity to work as part of a group and to encourage one another to achieve. The same school also makes use of other behavioural interventions as a whole school. The teacher in each class chooses a star of the day, with the star pupil having his or her photograph placed on a star in the classroom. It is evident that children do enjoy being chosen for this award. Building upon this each class teacher chooses a child who will be awarded a let your light shine certificate at the end of the week. These certificates are awarded during whole school worship; consequently the pupil is congratulated by applause from the whole school. It is clear that pupils enjoy being publicly recognised for their achievements, as well as having a certificate they can show to others. I have also seen how rewards awarded to whole classes can operate and can influence classroom behaviour. In one school I observed how a class thermometer was used. Another school made use of an apple tree and placed apples on this as points were gained. The apple tree image had been agreed and chosen by the whole class, thus encouraging a sense of empowerment (Grigg, 2010). As the class gained points for good listening, remaining on task and good tidying skills, rewards were gained. Rewards included: an ICT session, an art afternoon, an own clothes day. Importantly those rewards had been chosen by the whole class, thereby motivating all pupils to achieve. One teacher I observed ensured that pupils did not know which of their rewards they were working towards, allowing all children to remain motivated, even if a few children were not overly keen on one specific reward. This system of whole class rewards appeared to work well, with some pupils reminding others to behave in an appropriate manner in order to achieve the reward.

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All of the schools I have observed have made use of individual rewards to children in terms of stickers. I have also made use of these when teaching reading using SSP, giving children the opportunity to choose their own sticker. My experience has been that children have responded to this use of feedback and appear to feel a sense of achievement (Grigg, 2010). Stickers appear to motivate pupils to work hard in lessons and to promote positive behaviour. SEAL (Social and Emotional Aspects of Learning, 2003, cited in Grigg, 2010) is used in the school I am placed within to encourage children to become self aware, to manage their feelings, to improve self motivation, to encourage empathy, improve social skills and to enable children to consider their behaviour (Grigg, 2010). In reflecting upon their own behaviour and considering themselves in relation to others, this enables pupils to enhance their behaviour. Acknowledging that positive reinforcement may not be sufficient to promote positive behaviour, I have noted that teachers focus upon preventative strategies in an effort to manage behaviour (Kounin, 1970 cited in Grigg, 2010). Teachers have specific routines for starting and ending lessons and for endings associated with break and lunch. One class recites a greeting in French, interacting with the class teacher. The same class recite a prayer prior to lunch and a further prayer at the end of the day. All of the schools I have observed have made use of introductions and a plenary, sometimes on the carpet, having the children physically move to denote the beginning and ending of a session. I have seen teaching staff make use of different strategies to gain pupils attention. For example, clapping and counting down from five, making use of a maraca, reciting letters or words that pupils have to repeat back and clapping patterns that children have to repeat. I have noted how teachers make use of themselves to manage pupils, for example their tone of voice, looking and motioning to a child, addressing a specific pupil by name, smiles, thumbs up sign (Grigg, 2010). I acknowledge that the physical organisation of the classroom is important in order that children are supported to behave positively and to achieve: tables which are appropriately set out with resources to enable pupils to participate, good access to resources, seating arrangements and the teacher being able to see all the pupils in the class (Grigg, 2010 and Elton Report, 1989 cited in Grigg, 2010). Cowley (2001), also highlights the importance of a tidy and welcoming classroom with up to date displays. When I taught a lesson recently I acknowledged the importance of being well prepared and of the pupils having easy access to the resources we were to use. As research highlights that good behaviour is associated with interesting lessons which challenge children (Estyn, 2004 cited in Grigg, 2010), I wanted to create a context whereby children

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enjoyed their learning experience, so I modelled interest, curiosity and a thirst for learning, alternating games with more formal tasks, as well as challenging pupils to achieve by alternating easier then harder tasks (Grigg, 2010 and Cowley, 2001). It is evident that within the schools I have visited, the school ethos and values can underpin effective classroom and behaviour management. One school emphasizes how all pupils can achieve regardless of their ability. This then sets the tone for learning and succeeding, and for pupils to take some individual responsibility for this, promoting self discipline (Lord Elton Report, 1989 cited in Grigg, 2010).

References Cowley, S. (2001) Getting the Buggers to Behave. London: Continuum. Grigg, R. (2010) Becoming an Outstanding Primary School Teacher. UK: Pearson Education Ltd.