Sir! Sir! Sir! What type of behaviour is valued in the classroom.
Focus of research: • Increase the pupils and my understanding of valued behaviour within the classroom. • Try to develop a healthy positive classroom environment. • Develop a friendly class community. • Research gave me the opportunity to observe and question the pupils.
Main Focus: • Many different behaviour issues within the class. • Targeted behaviour during carpet sessions and whole class activities. • The major concern was constant interrupting and shouting out for attention. • The class are easily distracted.
Initial Evidence: • Previous teachers had commented on the behaviour within the class and the dynamics of the children. • Initiatives had been tried with short term success. (Circle time, rewards, etc…) • Behaviour specialists had been consulted from the county.
Action taken: • Firstly home-school links were initiated with certain children in the class. • Children were given IEP’s, written in partnership with the school SENCO. • The class wrote out individual class rules. Comments including: “don’t shout out” “No talking when someone else is speaking” • Children agreed that the noise levels in the class were unacceptable. • Initial observations were positive as the class knew that their behaviour was inappropriate.
Questionnaire was given to 35 pupils throughout the school to see if there was an understanding of valued behaviour. • Q8. Why do you think children shout out? 18 – for attention. 7 - ask a question. 4 – For praise. 6 – answer a question. • Q9. How should the teacher react to these children? 12 – Ignore them. 6 – shout back. 7 – answer them. 10 – do something else. • The children understand what behaviour is expected of them. “ How do we achieve it?”
‘Traffic Lights’ • A traffic light system was introduced throughout the school, linked to golden time activities. • Worked initially but the class soon became bored. • Was difficult to manage and control as a teacher. Was not used appropriately. • Was on an individual basis and did not target the entire classes behaviour. • Class used it more as a game for themselves.
‘Behaviour Beads’ • To use this initiative I targeted only their behaviour on the carpet and during whole class activities. • The class have to behave well to achieve beads, when a certain number is reached they have a reward. (chosen by the class) • It is a whole class activity and only when they all behave is a bead awarded to the jar. (peer pressure) • The class responded in a positive way and the noise levels dropped dramatically. • The classroom environment is much more friendly.
The Way Forward: • The strategies have had their benefits. • The class is one that is constantly in a power struggle. Therefore appropriate behaviour is not adhered to. • They will always need to learn appropriate behaviour. • I will share these positive initiatives with the staff and hopefully they will be able to use them in the future.