Mark was a later years Primary PGCE\nstudent, who studied at the university in 2018-2019. He has an interesting and\npowerful journey with his behaviour management. At one point receiving specific\nsupport for this, but finishing the year being graded as \u2018consistently\nembedded\u2019 in his behaviour management. With his final report stating that he\nhad \u2018consistently\nhigh expectations for learning and behaviour, confident and enthusiastic\nteacher presence and creates a positive climate for learning\u2019 Read about Mark\u2019s\njourney below. <\/p>\n\n\n\n
Although I have read many educational and pedagogical books,\ngiving broad examples of how to incorporate tactics and strategies to help with\nbehaviour and classroom management: it is completely different once you are on\npractice, needing to act fast and have the responsibility for vulnerable\nchildren. Through taking onboard advice and feedback, as well as implementing\nit as soon as possible, I was able to tailor my own approaches with that of an\nexperienced and successful teacher. This helped myself to become more confident\nand find a rhythm of what worked for me. Luckily my mentor was very supportive\n(this was not always the case, in my experience!) and was able to highlight\nminor tweaks and changes in regard to aspects which I would have completely\noverlooked and thought nothing of. These minute changes had a dramatically\npositive effect on my teaching and classroom management. Even when you are\nfeeling nervous or feel like giving up, you must come across as confident, the\nchildren feed off of your energy. The best advice I received, which put a lot\nof my worries aside was simply \u2018giving it a go\u2019 and finding out what the\nresults were. In regard to issuing appropriate sanctions, I was very reluctant\nto issue sanctions to the children. With My Class teacher\u2019s guidance I became\nconfident enough to apply the sanctions as and when they were needed. Through\nthis I was able to develop and stronger and more respected presence within the\nclassroom.<\/p>\n\n\n\n
There were several main aspects which challenged me\nregarding classroom and behaviour management. The first major challenge was\nknowing how to appropriately issue sanctions related to disruptive or poor\nbehaviour (as I was unsure how the pupils and staff would respond to this). The\nsecond challenge was how to effectively manage a large number of pupils (30+)\nwith various behaviours and personalities simultaneously. This also expanded\ninto managing a learning environment which was safe for all pupil needs and\nconducive to learning for all abilities. <\/p>\n\n\n\n
These challenges made me feel apprehensive and nervous about\nmy presence within the classroom and my ability to maintain high levels of\nlearning and constant control. I did not want to use ineffective approaches or\nbecoming labelled as \u2018the bad guy\u2019 or \u2018the angry teacher\u2019. At time this apprehension\nwould escalate into panic or frustration when things weren\u2019t going smoothly or\nwhen a major behaviour issue would occur.<\/p>\n\n\n\n
My reluctant approach towards sanctions was having a detrimental effect on the classroom and behaviour management, as I was quickly being seen and responded to as a friend rather than a respected and authoritative teacher. I can remember my class teacher telling me that if I had to think about potentially giving a child a sanction (warning) then it\u2019s the right thing to do, and should be done. As soon as I had implemented this advice the atmosphere within the classroom had changed and all of the children respected and responded to me much more positively. Being strict in regard to behaviour management had the opposite effect to what I had previously thought. The more consistent I became with behaviour the less I needed to use the sanctions; resulting in a much calmer and positive learning environment for everyone. This allowed me to develop personal relationships with each individual and strengthen the mutual respect I received from each child. The key point would be to take the advice onboard and implement it straight away (or as soon as possible). Take the risk and don\u2019t be afraid of it not working. As humans we learn through experiences, keep the aspects which work for you and adjust the parts which don\u2019t. Be as reflective on your strategies as you can. At no point did I feel pressured by my teacher\u2019s advice or uncomfortable with his comments. You must keep an open mind as the smallest of things can have the biggest desired effect.<\/p>\n\n\n\n
As a student coming from a placement where I had seriously\nhad my confidence knocked, especially with classroom and behaviour management through\nbeing reflective and implementing my mentor\u2019s advice as soon as possible, I\nhave now become a strong and confident teacher. I know I have the ability and\nstrategies to maintain high levels of classroom and behaviour management, which\nallows for a safe, fun and conducive learning environment for all pupils,\nregardless of their backgrounds or needs. I have now finished my PGCE with\nbehaviour management being acknowledged as one of my strongest and best\nfeatures and will begin my NQT year in September 2019.<\/p>\n","protected":false},"excerpt":{"rendered":"
Guest post by Mark Mark was a later years Primary PGCE student, who studied at the university in 2018-2019. He has an interesting and powerful journey with his behaviour management. …<\/p>\n","protected":false},"author":1,"featured_media":105,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-121","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/behaviourhub.wp.worc.ac.uk\/index.php?rest_route=\/wp\/v2\/posts\/121","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/behaviourhub.wp.worc.ac.uk\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/behaviourhub.wp.worc.ac.uk\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/behaviourhub.wp.worc.ac.uk\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/behaviourhub.wp.worc.ac.uk\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=121"}],"version-history":[{"count":5,"href":"https:\/\/behaviourhub.wp.worc.ac.uk\/index.php?rest_route=\/wp\/v2\/posts\/121\/revisions"}],"predecessor-version":[{"id":311,"href":"https:\/\/behaviourhub.wp.worc.ac.uk\/index.php?rest_route=\/wp\/v2\/posts\/121\/revisions\/311"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/behaviourhub.wp.worc.ac.uk\/index.php?rest_route=\/wp\/v2\/media\/105"}],"wp:attachment":[{"href":"https:\/\/behaviourhub.wp.worc.ac.uk\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=121"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/behaviourhub.wp.worc.ac.uk\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=121"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/behaviourhub.wp.worc.ac.uk\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=121"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}