Module Outcomes that I will be assessed on:
- Describe the professional requirements and values for building effective relationships that secure the best outcomes for children.
- Demonstrate the ability to affect professional practice through personal reflection.
- Evaluate the factors that contribute towards an effective learning environment.
- Identify and review a range of practical strategies and approaches for effective behaviour management.
The Teachers’ standards (2012) https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/301107/Teachers__Standards.pdf
Educational Excellence Everywhere (2016)
HM Government (2015): Working Together to Safeguard Children, http://www.education.gov.uk/aboutdfe/statutory
Carroll, Mike and McCulloch, Margaret (eds) 2014 – Understanding Teaching and Learning in Primary Education: SAGE
Ewens, Tony 2014 – Reflective Primary Teaching: Critical Publishing
Cremin, Teresa and James, Arthur 2014 – Learning to Teach in the Primary School: Routledge
Blatchford, Roy 2013 – The 2012 Teachers’ Standards in the Classroom: Learning Matters
Mathieson, Kay 2012 – Understanding Behaviour in the Early Years: Practical Pre-School Books
Rogers, Bill 2011 – Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour Management and Colleague Support: SAGE
You will write a reflective journal based on your school experiences and research. You will focus on behaviour and classroom environment. You need to reflect on the implications for your classroom practice and support your comments with appropriate theoretical evidence.
As this is a 3000 word assignment each section should be 1150 words (bear in mind the introduction to the assignment will probably take up 250 words and if you do a general conclusion it will probably take up 500 words.
It will show how your thinking has developed in light of your wider reading and/or observations in school.
The first section will be on what you have observed and learned about behaviour supported by your academic reading (look at the work of Sue Cowley, Bill Rogers etc). Also consider what is being said by Ofsted and the government (The Bennett report and The Ofsted report “Below the Radar” both of which are available on Moodle). Look at the most recent Ofsted report for your placement school and see what it says about the behaviour of children in the school. Refer to the school’s behaviour policy and make observations as to how this works in practice.
Formulate your own opinion about behaviour management based on the academic evidence and policies that you have reviewed and the observations that you have made.
If you are not in school at present, then you must demonstrate how behaviour can be managed from a theoretical perspective. You may wish to pick a school and look at their website to find their behaviour policy and the Ofsted website to find the corresponding inspection report. (Please refernce and use the school ‘Glascote Academy’ in Tamworth and look at their Ofsted report)
Repeat the process with classroom environment (both physical and emotional
Give a brief introduction “In this assignment I will be examining how schools manage behaviour and classroom environment. I will make reference to appropriate written materials and observations from my placement.” Write your section on Behaviour Management (Please give it a title).
Your first paragraph in your behaviour section should include a definition and this should be referenced appropriately. As mentioned earlier you should make reference to theoretical and practical applications. Your report should be written mainly in the third person but personal reflections should be written in the first person.
Provide a conclusion which may include your (justified) personal opinion and how your learning and observations may impact upon your professional practice. (please do a conclusion covering behaviour management and classroom environment)
You must include a reference list which is presented according to the Harvard referencing system.
This should include everything that you have referred to in your assignment (books, journals websites etc.) using Harvard referencing it is not a reading list.
Neither your reference list nor your appendices count as part of your word count
people are subjective because regardless of seeking to forestall affecting international that they're a part of, they are changing it. This courting, which reasons a change inside the international through motion, adjustments any goal view into a subjective one because they're influencing what a pure observer can't. by way of trying to absolutely stop ‘doing’ and simply have a look at, humans attempt to reach a country of pure objectivity. This, but, will become an not possible task as soon as one considers that their mere life is an ‘act’ in and of itself. which means that the handiest manner to grow to be really goal is to quickly forestall current, look at basically in that non-existent country, and then resume present in the world as a man or women. which will even recall acting those impossible obligations is comparable to being God. In overall, it's miles impossible for a person to achieve a country of non life clearly due to the fact the mere act of residing causes one to come to be subjective due to the truth they've a power on the world around them. even as they are younger, humans eventually reach a point when they grow to be conscious that their existences are enveloped in exclusivity. They see that their lives are filled with selections, forks in the street which make it apparent that each time one chooses some thing, some thing else have to be excluded. those alternatives can carry the ache of having to weigh among the alternatives and the respective effects, as well as coming to terms with the concept that one can't have the whole thing. thinking about the human hindrance of having to exclude one factor with a view to gain another, humans will continually reach for a level of objectivity in their alternatives; they want to dispose of a number of the pain and difficulty that they experience from having to make those alternatives by detaching themselves emotionally from the alternatives they need to make. notwithstanding the truth of lifestyles mendacity in subjectivity, there may be a paradox shown here; that humans are nearly preset to attain for objectivity regardless of the ‘solution’ present within the other course: past subjectivity. To reach the ‘solution’ of existence, one have to first come to terms with the reality of life. Kierkegaard’s existential reality is subjectivity; for a human to keep in mind that subjectivity is the core of lifestyles then allows them to pursue and eventually understand the ‘answer’ to lifestyles. Subjectivity in itself is crucial to comprehend as a human, and as a end result, it also serves as a differentiation among the easy man and the smart guy. If the clever guy is being subjective, he knows that there may be a difference among subjectivity and objectivity. but, the handiest indication that he's being ‘absolutely subjective’ at a given point is that he objectively is aware of the difference among ‘objectivity’ and ‘subjectivity’. This understanding permits him to grasp the idea of the ‘solution’ to lifestyles at the same time as on the same time brings up the anomaly of most effective being subjective whilst being objective. In contrast, if the easy man is being subjective, he is absolutely being subjective by means of point of impulse and might now not be aware about it. accordingly the easy guy can't be considered to have reached the same existential fact as the clever guy. To be smart is a curse as well as a blessing, for the anomaly teaches him the importance of the existential truth, while at the identical time, prevents him from attaining it. Given Kierkegaard’s perception that the existential fact is subjectivity, that every one people in the end come to be at least barely objective and that people want to be barely goal with the intention to be subjective, then a paradox provides itself. If a human can not be subjective without being goal then this begs the question about whether or no longer a human attain a kingdom of pure subjectivity. in the global-historic view, there may be but a unmarried goal truth to any person occasion throughout history, but subjectivity indicates a unique, individual reality for anybody viewing it. since people can't objectively have a look at and assume over the past (with out first engaging in the impossible challenge of turning into God-like), humans are left to view the activities themselves from the prevailing, filling inside the gaps among objective statistics with subjective interpretations. these all assemble to subjective truths; each being the reality, but none being any greater or much less valid than the ultimate. by using being human, one is constrained by using the ‘world’ they've subjectively built; a global made with the subjective truths inspired by means of their personal thoughts, emotions and reports. but, as partly subjective existences in what can most effective be perceived as a simply subjective world, one need to ask if human beings can simply exist inside the equal ‘global’ as every person else and if the solution to that query changes the ‘solution’ to existence itself. This provides us with the final paradox; that that allows you to gain the ‘solution’ one have to be an goal and static entity, however people as an entire are subjective honestly through lifestyles. were one to ‘discover’ the so-known as ‘answer’ to life, one’s lifestyles might fundamentally alternate. however, as a right away result of locating that ‘answer’, this newly changed lifestyles is essentially a brand new existence in and of itself. This new life is at least slightly different from the vintage life and, as a result, has a new subjective fact to it. This efficaciously renders the previous ‘answer’ nugatory, possibly having by no means existed to begin with. This in itself proves that the ‘solution’ cannot be found inside the continuously energetic ‘lifestyles’, however only inside the static ‘death’ where the constant, static global is unaffected by using someone. no matter this, the ‘solution’ holds no meaning after loss of life and can not be communicated to the living resulting inside the same lack of ‘fact’. As a end result, I’ve discovered that I’m unable to submit my solution to this lifelong undertaking, and that to do so i'd must now not be considered ‘alive’. I make an apology and would like to request an extension; ideally to sometime inside the past due 2070’s. Cite This work>GET ANSWER