September 25, 2012

Behaviour for Learning

Children See, Children Do - Task 2

"Your task is no to complete a 'blog' entry which lists / identifies / explores all of the things you can do to positively influence behaviour for learning."

What you wear
  • Clothes should be both appropriate for the workplace and worn properly. If a staff member walks around with their shirt out it'll only encourage pupils to do the same (or make them believe they'll have an excuse to).
  • Think about colours/patterns. Even if they're suitably smart clothes (shirt/tie/etc..), something too gaudy may be seen as inappropriate.
  • Potentially inadvisable for female staff to wear low-cut tops.
Your choice/use of language
  • Don't use profanity or swear, as it could encourage similar behaviour in pupils.
  • Don't use overly friendly/familiar language such as 'mate', etc.. as it breaks down the pupil-teacher professional relationship.
  • You should try and use proper, correct English both when writing and speaking. Use correct terminology in the appropriate cases.
Non-verbal communication
  • You shouldn't let body language suggest that you're not motivated in class. If you're not motivated, why should your pupils be?
  • Your body language shouldn't be too relaxed or casual, as the school is a place of professional employment.
  • You should maintain eye contact when talking with both pupils and other staff members.
  • You should try not to make off-hand gestures to people, as it may seem rude.
  • You should always display a positive, motivated attitude both in the classroom and around the school.
  • You should emulate the behavious you expect from pupils.
Your voice
  • You should try to convey a positive attitude and motivation through your speech.
  • Don't let your tone become too bored/tired.
  • You should try to speak enthusiastically, not in a monotone manner.
  • You should speak loudly enough that your class can hear you, but should refrain from shouting.
  • Try not to let your voice display particular anger or frustration.
Spatial awareness
  • Be aware of both pupils and staff members' personal space; don't be too imposing.
  • Don't get too close physically to pupils.
  • Try to make sure you can be seen by people if alone in a classroom with a pupil.
  • Be aware of fire/trip hazards and obstructions in your classroom.
  • Be careful of others in crowded areas.
Relationships with other adults
  • You should try and remain on good terms with all staff where possible.
  • Where not possible, try not to let this show and certainly don't let it intefere with productivity in school.
  • If difficulties with other staff members arise, deal with them in a civil and appropriate manner as a role model for pupils.
  • Make yourself available for parents, and be honest with them in regards to their child(ren).
Relationships with pupils
  • Show respect for pupils.
  • Try and build trusting, safe relationships with pupils.
  • Support pupils when they need it.
  • Be honest with pupils.


The 4R's - Task 1

"Upload your list to share with others. How do the rights and responsibities of the teacher compare with those of the pupil? Do the rights of the teacher / pupil correspond to the responsibilities matched to both? In what ways does this task serve to inform and or shape your approach to managing behaviour?"

Rights of a teacher
  • To be respected by students and other staff members.
  • To be allowed to teach in a manner most effective for students within the school's policy.
  • To have their values and opinions heard by others.
  • To be supported by their colleagues.
Responsibilities of a teacher
  • To respects students and other staff members.
  • To give students a safe learning environment and make adjustments for each student's individual needs.
  • To uphold the school's policies.
  • To act in the manner they expect students to act.
  • To build strong, trusting relationships with staff and students.
  • To challenge each student and push for their best.
Rights of a pupil
  • To have a safe and suitable environment for learning that meets their individual needs to the best possible degree.
  • To be respected as an individual by the staff and other students.
  • To be able to learn and be listened to.
Responsibilities of a pupil
  • To respect their fellow students and their staff.
  • To allow and not in any way hinder the learning of other students.
  • To follow the school rules and classroom contracts as outlined.
  • To be willing to learn.
  • To cooperate with others and strive for their best.

Many of the rights and responibilities I have listed correspond and overlap with each other. This is because for these to be upheld, cooperation is required and it must work as a two-way process maintained between all pupils and all staff members. The responsibilities and rules I have created using my values will guide me in what I believe I should expect from pupils, but more importantly how I should act if I want them to respond in kind. Reading others' lists works as an insight into what those with differing values may hold as more important, or where others may match my own. It is important to understand and respect the views of others and recognise that if I expect them to accept my right/responsibilities, then I must do likewise and accpect theirs.

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