Reflective commentary
This standard pertains to the physical and emotional environment that is provided by the teacher for the students. This is essential for children to feel safe, secure and therefore able to learn (Kearns, 2009). Sound behaviour management strategies are essential to promote the learning, engagement and safety of all children (McDonald, 2013). This is particularly relevant in early childhood contexts where children have not fully developed social skills and self-regulation and it is not age appropriate for them to sit still and quietly for prolonged periods of time, children need lots of reminders and modelling for appropriate behaviour as well as adaptations and careful thought regarding the structure of lessons and activities. Groundwater-Smith et al (2011) emphasise the importance of clear directions, and realistic expectations for the aims and outcomes and making these explicit to children. As a result, I always aimed to develop lessons with the provision of effective explanations and instructions that enable children to appropriately engage with activities and materials provided to reach intended learning outcomes. Effective engagement also depends upon the provision of clear learning outcomes, a purpose for the learning and activities and success criteria (Groundwater-Smith et al, 2011). As a result, I ensured I implemented WALT and WILF and included these when planning my lessons to ensure learning outcomes, teaching and assessment were aligned.
Inclusive practices involve ensuring providing equal opportunities all children are able to participate equally in the learning process, but will not necessarily result in equal outcomes (Groundwater-Smith et al, 2011). Importantly, the Reggio Emilia approach places a great emphasis on respecting children as competent, capable and curios learners with a central role in constructing knowledge through exploration and relationships (Arthur et al, 2015). Consequently, I provided open-ended tasks where children had choice regarding which activities they engaged in, the order or how they engaged with the materials. This enabled children to engage children according to their abilities and incorporated their interests to maximise student participation.
Throughout my practicum I implemented several formal and informal behaviour management strategies which are discussed below in detail.
Action
I quickly established a call-back of my own which I explained to children. I would say “Hands on top” and children would put their hands on their head and say, “That means stop”. I also implemented a behaviour chart particularly for those few children demonstrating inappropriate behaviour during mat times or activities. It also helped me improve my behaviour management as when I moved a child to think about it, it reminded me to give them a warning and encourage them to make a better choice rather than moving them straight away which promotes self-regulation and autonomy (McDonald, 2013). If a child was not focused or disrupting others I would often say “are you showing me that you’re ready to learn?” which was very effective at redirecting their behaviour.
Implementing an engaging curriculum that interests and motivating students helps to reduce behavioural issues (Groundwater-Smith et al, 2011). As a result, I always made an effort to provide interesting, engaging lessons for the students. I reworked the mathematics block structure to include a more free-flowing structure where possible to align with my teaching philosophy. This was something the children were unfamiliar with and it is important to establish an effective routine to ensure activities flow smoothly (Groundwater-Smith et al, 2011). Consequently, it took some trial and error and initially many children would say things like “Can I move now?” “I’m done” “What do I do now?” and “I don’t know what to do” or “I want to go to that activity but there’s no more room” or, very occasionally children would get off task or disruptive due to the lack of structure. I had to ensure I maximised the clarity of my instructions and we talked a lot as a class about finding something else to do and once we have done an activity once doesn’t mean we are finished but we need to keep practising. Additionally, to decrease conflict, for some activities, such as when using iPads or playdough, I would set a sand timer which meant those children had to move when the timer was finished. McDonald (2013) explains the power of choice as a motivational tool. As a result, I provided choice of activities and children could spend as long as they liked there. Although more often than not children would choose to try all the activities, it felt more like a choice and was far more relaxed and resulted in higher engagement rather than me just directing them all to a particular activity at a particular time.
I implemented many strategies to support inclusive participation of all children, such as by including a range of activities that I knew would appeal to various children and cater for diverse learning styles, such as opportunities to use their bodies, draw, write and create. For example, throwing bean bags and measuring the distance with our feet, exploring weight with balance scales and various materials, ‘I Have Who Has’ card game, board games, matching games, think boards which enabled children to represent their thinking in several ways, and for some of those really hands on learners particularly I always had something very concrete such as playdough or mathematical aids such as pop sticks, counters or plastic animals. For example, when teaching time, I had playdough mats where children could practice actually making the time themselves in a hands-on way rather than only reading the time. This activity was very successful and helped many children to understand times. After implementing new activities in either maths or literacy for example phonics activities, I would always ask children to raise their hands for which was their favourite activity to ensure an even spread and if not change out the less engaging activities for the next day.
Additionally, to minimise distractions on the mat and behaviour issues, I incorporated increased ICT and engaging components to my whole-class lesson before activities to increase engagement and consequently limit challenging behaviour. Tried to keep mat sessions quick and sharp but also breaking them up with movement, for example making a clock with our arms to practice telling the time, giving each child a number and having them order themselves to stimulate conversation and language relating to greater than and less than as well as which number comes before, after and between. I would also often have a song, whole body movement or an interactive game, song or video on the Smart Board. I also really focused on those children who would become distracted and disrupt others to encourage them when they were doing the right thing and having them come up to the front where possible to engage them and encourage their behaviour.
Action Plan
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I undertook my practicum in a class with limited behaviour issues and therefore would like to upskill in this area on how to deal with more extremely behaviour such as defiance or aggression. I will do this by observing and volunteering in other schools in different areas to see how experienced teachers deal with a wide range of behaviour issues.
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As there were no children with significant learning difficulties or disabilities I would like to undertake some PD’s and have some firsthand experience in a classroom observing teachers and helping them to assist children with these difficulties or disabilities as well as find out more about the resources available to support these children.
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I am undertaking free professional development which explores the supports available within Department of Education schools and advice about how to review Individual Education Plans, Behaviour Plans and Escalation Plans as well as uncover the variety of services available to teachers and how to access them. It is called “Student Support: How to support your students” and will be run by Network Teach Inc.
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I have purchased the book ‘Classroom Management: Creating positive learning environments’ by Lyons, G., Ford, M & Arthur-Kelly, M which I plan to study in depth.
Situation
At Acacia Primary School mathematics lessons are structured using the ISTAR format. This includes Inspire, Show/Share, Apply and Revise. In the pre-primary classroom, my mentor had implemented this by beginning with a warm up and a whole class lesson, then having 2 activities which the children would do for approximately 15 minutes before switching over to the other activity. She would then have a worksheet for children to “apply” their learning. This was then followed by a plenary where she revised the concepts learned with the children, often doubling as a transition to lunch or recess. Due to the age group, during whole class mat sessions, children would become disengaged and sometimes distract others. Additionally, the two rotations often resulted in behaviour management issues and while there were only adults to work with 2 groups the other two groups would often have behavioural issues, lose focus or sit there not knowing what to do. It was also more difficult to differentiate and work at the children’s pace as children completed the same activities and would often become bored and disengage if it was too easy or have difficulty keeping up if the task was too difficult. It became clear that I needed to establish my own style of teaching and behaviour management strategies with the class. This is supported by Groundwater-Smith et al (2011) who reflect on the importance of disguising nerves and establishing yourself confidently with your class so they perceive you as organised and authoritative.
References
Arthur, L., Beecher, B., Death, E., Dockett, S & Farmer, S. (2015). Programming and Planning in Early Childhood Settings. (6th ed). South Melbourne, Australia: Cengage Learning Australia.
Groundwater-Smith, S., Ewing, R. & Le Cornu, R. (2011). Teaching Challenges and Dilemmas. (4th ed). Melbourne, Australia: Cengage Learning Australia.
Kearns, K. (2009). Birth to Big School (2nd ed). Australia: Pearson Australia.
McDonald, T. (2013). Classroom Management: Engaging Students in Learning. (2nd ed). Australia: Oxford University Press.
Outcome
My behaviour management chart was an enormous success and had an immense impact on behaviour. It also helped me feel in control and more able to give warnings and choices to children instead of resorting to moving or separating children straight away. Significantly, the chart particularly impacted those few children who were usually late to the mat and disrupting others or fiddling with things became the children who were on the mat first and listening attentively. My increasingly engaging mat sessions increased student motivation and focus, and consequently learning outcomes. My mentor praised my behaviour management strategies and has now utilised many of them in her own teaching and I even had positive feedback from parents.
Once children became familiar with the altered structure of my mathematics and phonics lessons it actually had significant improvement on children’s behaviour as they were able to move at their own pace which decreased opportunity for boredom and disengagement. The children also preferred that structure and the ability to make choices which I believe caused improved behaviour. During the plenary I would take the time to acknowledge students’ effort and involvement provides which supports desired classroom behaviours through positive affirmations (Groundwater-Smith et al, 2011). I also asked children to share something they did and congratulated children who challenged themselves, demonstrated appropriate behaviour and were on-task which I believe had a positive effect on other children’s behaviour in the following lessons as they wanted to share what they had done.
