Category: Classroom

Introduction:

The integration of the people with disabilities in the classroom is a topic that is being highly addressed in education. Nowadays, more students seem to have disabilities such as, visual, hearing, mental, or other types of incapacities. Therefore, teachers have to be careful when programming or planning a class due to the fact that people with disabilities need more facilities in order to be able to have the same chances as the non-disability students (Esthela, 1998). Besides, the aim of this paper is how to deal with disable students, particularly students with visual impairment, in a second language classroom. Moreover, the paper strives to prove that it is possible to integrate students with disabilities into a second language class without hindering the acquisition of the second language of other students.

First of all it is essential to highlight that this paper examines the integration of blind students in second language acquisition classroom. Therefore, to fulfil the process of this, some researchers have been done. These were put into practice with students who have visual impairment. Apart from that some interviews have also been done from specialized psychologists, blind educators, primary attention experts, English teachers and visually impaired children. They had the intention of clarifying the situation of students with this difficulty in the acquisition of second language. Moreover, some papers had been read to find a solution to the problem of the integration in students with disabilities and to be more specifically students with blind problems.

The integration of Blind students in L2 classroom:

Besides, the acquisition of second language by blind children is a topic which has been rarely studied; perhaps it is assumed that these students follow a learning process identical to their sighted classmates (Coden, 2017). Further, it is assumed that language skills are transferred from a language to another and therefore, if children can dominate their mother tongue, they will learn a second language without difficulty (Nikolic, 1987). Additionally, Guerra (2018) consider that blind children have more facilities for second languages than seers, due to their sensible sensitivity and memory training. Nevertheless, blind children have big problems with the high visual content of academic materials and the complexity of Braille can cause delays in reading and writing skills (Pegalajar, 2013). Moreover, these problems do not affect students of specific centres, since their teachers are specialized not only in second language, they are also specialized in the education of blind students and as a consequence the teaching methods are adapted adequately (Emechebe, 2016).

Furthermore, nowadays it is a tendency to educate students with special needs in integration centres, since this school system is considered to offer a better academic level as well as greater possibilities for social interaction (Eagleton, 2018). Besides, specific centres are generally recommended for children whose complex needs cannot be met in ordinary centres (Coden, 2017). Moreover, the visually impaired student in a school integration regime has to adjust to a didactic visual material rarely adapted to be enjoyed tactilely (Emechebe, 2016). The second language books have a very pictorial design and therefore the teaching of this subject is particularly complex when there is a blind child in the classroom, due to the images can help student without visual disability to clarify the doubts (Esthela, 1998). Instead the student with visual impairment will have to ask the teacher for help to clarify the doubts. Often, language teachers do not have a qualified teacher to help them, which means that attaching these students to the class usually involves excessive extra work and as a consequence the teacher usually gives more help to blind students than the other students (Nikolic, 1987).

Hence, the student with visual impairment often has problems doing tasks, as it is difficult and laborious to adapt the visual content of the material to the needs of a person who does not see. In addition, some teachers choose to replace illustrations with three-dimensional objects, although this involves a constant search effort and often retards the pace of the class (Esthela, 1998). On the other hand, others prefer to organize teamwork where sighted children decipher the visual clues to their blind classmates. In this type of activity, children tend to speak in their mother tongue and therefore oral English is not practiced much (Eagleton, 2018). In addition, pedagogues complain that this solution could interfere with the independence process of the blind child.

Overall, blind student follows the class with the Braille version of a very attractive text, which has lost all the motivational impacts of the original one (Pegalajar, 2013). Furthermore, it will take them more time to work with this material than to their classmates. Not only because Braille reading is a slow process, it is also, due to the complicated descriptions of the text illustrations included in its version (Nikolic, 1987). Therefore, they often prefer audio podcasts, though it is not advisable to use them too often, as the student must become familiar with the written word to acquire good spelling (Coden, 2017). Moreover, this is especially important in the case of the English language, whose writing and pronunciation have few similarities. Consequently, Eagleton (2018) states that using natural learning strategies should be encouraged for the purpose of acquiring a second language in a similar way to the first. In order to achieve this, it is essential to carry out communicative tasks where blind students are invited to participate in spontaneous conversations in the target language, stimulating their learning with attractive support material, preferably from their country of origin, in order to promote a positive attitude towards other languages and cultures (Emechebe, 2016). Furthermore, this is often a great challenge, even with a group of students without visual problems, as it is difficult to make oneself understood without resorting to the mother tongue in spite of all the visual aids available to the teacher. In addition, according to Nikolic (1987) the use of authentic material in the primary classroom is necessary to adapt it carefully in order to get the most benefit from it, which means an additional effort for the teachers.

Nonetheless, one of the main advantages of teaching second language to children is that current teaching material contains attractive topics of special interest for them. In addition, some stimulating activities are proposed to support their learning. Hereby, sighted children generally enjoy this subject, regardless of whether they learn much or less in the classroom (Eagleton, 2018). Besides, the situation is very different for blind students, because textbooks are fundamentally visual. These books relate stories through drawings or cartoons and propose stimulating activities related to theatre, crafts or music that are not adapted to a child with vision problems (Pegalajar, 2013). Therefore, the games that they suggest are impracticable for a blind learner, which requires excessive physical mobility or use flashcards, boards or cards with visual clues to help them to improve in that area.

In general, the teacher of a second language usually has the assistance of a qualified teacher to adapt the didactic materials (Esthela, 1998). Further, as far as foreign languages are concerned, abundant and complicated adaptations would be required, since a large number of images are used with the sole objective of stimulating the students, who are absolutely meaningless if they are not converted into tactile illustrations (Guerra, 2018). In addition, the blind child has to be satisfied with the description of these images. Nevertheless, in order to talk about equal opportunities, they should have access to a didactic material which should be motivational and have the same impact for classmates to enjoy; these must be adapted for people who have senses of hearing, touch, smell and taste problems.

Conclusion and solution:

Additionally, Guerra (2018) after carrying out different studies doing numerous interviews with specialized psychologists, educators of blind people, second language teachers and visually impaired children, as well as frequent visits to schools with blind students, has proposed the solution for students with visual impairment to have the same opportunities as their classmates seers in a second language classroom. Therefore, the solution can be to provide support material consisting of stimulating tactile illustrations which is both visually appealing in order to serve students with visual remnants and also the seers, as well as favoring integration (Guerra, 2018). Hence, can be used to introduce vocabulary, practice linguistic structures, review and play in pairs or groups.

Hereby, according to Guerra (2018), the method of integrating visually impaired students in the classroom with other sighted classmates is the following:

The solution consists on a series of tactile plates composed of textured silhouettes with easily recognizable removable pieces for blind children. Moreover, the material is collected in two folders; the first contains thirteen plates referring to the subjects most dealt with in the primary English books: the face, the body, the clothes, the house, the numbers, the furniture, pets. Further, the last two, belong specifically to an interactive story, which aims to promote the creative development of the child while increasing their ability to read and provide opportunities to practice certain grammatical structures and vocabulary. In addition, it is called interactive because it has neither stage, nor action nor fixed characters, since all the elements that compose it are mobile silhouettes to allow the reader to create their own story. Besides, it can also be used in a conventional way. Moreover, the second folder (which provides neutral scenery) has Velcro pieces dispersed on its surface where the children stick the silhouettes they have chosen for their narration. Likewise, this interactive tale is the first in a series for the blind, similar to the level readings that are popular among sighted children (p.86).

In conclusion, the main problem for blind children in the second language classroom is that both texts and supportive materials have a high visual content that is rarely adapted to be recognised by touch, and therefore these students may feel frustrated in English classes (Eagleton, 2018). Besides, the uses of tactile stimulating dossiers allow the child to participate in many of the classroom activities that are normally inaccessible to blind children (Emechebe, 2016). In addition, being a visually attractive material is suitable for work in mixed teams of blind and sighted, students creating more opportunities for social interactions between the two groups which, in short, are the strongest reason for school integration and with this method of study some investigations argue that blind children feel more comfortable in second language classroom and they acquire better the language.

References

1. Coden, S. (2017). Aprender con otros sentidos: Estrategias para la atención de alumnos con deficiencia visual. Educatio Siglo XXI, 35(3), 175-197
2. Eagleton, B. (2018). Education for Learners with Visual Impairment. London, UK: Cambridge University
3. Emechebe, V. (2016). ICT and the Teaching of Reading Comprehension in English as a Second Language in Secondary Schools: Problems and Prospects. International Journal of Education and Literacy Studies, 4(3), 18-23.
4. Esthela, A. (1998). El papel cambiante del profesor: Un estudio en grupos de estudiantes de la licenciatura en pedagogía. Revista Latinoamericana De Estudios Educativos, 28(1), 113-141.
5. Guerra, E. (2018). Los Lectores de Pantalla: Herramientas Tecnológicas para la Inclusión Educativa de Personas no Videntes. Información Tecnológica, 29(5), 81-90.
6. Nikolic, T. (1987). Teaching a Foreign Language in Schools for Blind and Visually Impaired Children. Journal of Visual Impairment and Blindness, 81(2), 62.
7. Pegalajar, C. (2013). Tiflotecnolgía e inclusión educativa: Evaluación de sus posibilidades didácticas para el alumnado con discapacidad visual. Revista Electrónica De Investigación Y Docencia ( REID ), (9), 8-22.

Introduction

Rules for classroom conduct are purposefully stated statements that provide students with guiding principles for the types of behaviors that are either mandatory or prohibited. As an instance, it focuses attention on how to be understanding rather than on whether a student is speaking aloud in class. These standards should appeal to the common sense of students while leading them to be thoughtful about how they behave in the classroom. Classroom rules are necessary since they serve many purposes for learning goals. It secures the comfort of a cooperative environment as well as maintains politeness among students, teachers, and school staff. Standards for classroom conduct should be printed out and obviously presented in the classroom in the form of bulletin boards. An eye-catching bulletin board will build interest in every student.

In and outside the classroom, bulletin boards that make learning visible show what we value, offer opportunities for reflection, help learners make connections across subject matter, and contribute to a collective body of knowledge. One of the essential teaching strategies is to structure a bulletin board of the rules. This should be approached with the cooperation of the students in setting rules they fully understand and flexibly apply. In addition, a classroom contract must be set with the help of students to maintain effective class discipline.

To build interest, we chose a space theme bulletin board where each planet represents a certain rule. We believe space exploration is a brilliant way to bring the wonder of the universe into everyday classrooms, since it dares students to explore the unknown, developing a taste of adventure and pushing. The following rules are intended for the elementary student of Cycle 2 (grades 4 to 6).

Classroom Rules

Most probably, setting rules and procedures for your classroom at the beginning of the school year is considered one of the most effective methods to maintain a healthy classroom environment in the world of teaching. It clearly provides directions and responsibilities for every member in the class to commit to. It also provides a sense of safety, calmness, responsibility, and predictability to the classroom.

“A rule identifies general expectations or standards; a single rule can encompass a wide range of expected behaviors. A procedure communicates expectations for specific behaviors. Effective teachers use both rules and procedures.

For example, you might establish the rule “Respect other students and their property” and also create separate procedures for returning books to the appropriate place in the classroom and participating respectfully in class discussions.”

Rules can vary according to the grades and levels but should be presented by every teacher. Nonetheless, there are common rules between all classes, as the time for leaving, time for speaking, and time for engagement.

“Research clearly supports the notion that designing and implementing rules and procedures in class, and even at home, significantly influences students’ behavior and learning. But research also indicates that rules and procedures should not simply be imposed on students; they should be created with students.”

As a qualified teacher, you should take your time to explain each rule, involving your students in putting their effort in them as much as you can. Such involvement can help students in obeying the rules for they consider these rules are their own.

In your classroom, you should consider such areas: General Classroom Behavior/ Beginning and Ending the Period or the Day/ Transitions and Interruptions/ Use of Materials and Equipment/ Group Work/ Seat Work and Teacher-Led Activities

However, you shouldn’t overload your students with rules from every aspect. No more than 8 rules must be given to a class to accomplish your targets. Furthermore, your rules should be direct, positive, and precise, making it easier for the students to comprehend them

Before deciding the rules to set for your students to follow, “take time to reflect on your beliefs, perspectives, and current practices regarding rules and procedures for the classroom. Your responses will give you a basis for comparison as you read about the strategies recommended in these modules”. Such reflections may be as:

• What kinds of rules and procedures do you typically set for your classroom?
• What are some of the reasons for setting classroom rules and procedures?
• How might classroom rules and procedures differ from the elementary to the secondary level?
• Should students be involved in establishing rules and procedures? If so, how?
• Setting rules and procedures is not usually a process that students think of as fun. What are some creative, interesting ways to engage them in the process?
• Think of a time when a classroom seemed to be well managed. What general rules or expectations for a behavior did students seem to be following?
• Creating a classroom with no rules or one with too many highly specific rules can lead to problems. What are your thoughts about how to create the right balance?
• Posting lists in a visible place in the classroom is one way to help students remember classroom rules and procedures. What are some other ways?

In addition, the way to motivate students to follow rules is by deriving those rules from what is most valuable: our values. Students should be given an explanation about how important it is to know why they have rules. Students have rules for three reasons: (1) to help keep them safe, (2) to help them get along and work together, and (3) to help them learn.

Students should be helping their teacher to write the classroom rules so that the classroom will be a pleasant place for all of us. Students and teachers will talk about how they should treat each other and how we can all get along and not hurt each other. If a child states a rule negatively, such as, “Don’t come to school late,” ask how it could be stated in a positive way. Ask your students all the different things you do when a student breaks Rule 1. Do they see you as enforcing rules in a consistent way?

In the bulletin board we created, the space theme was emphasized. In our space, a solar system is located. By definition, a system is “a set of connected things or parts forming a complex whole, in particular”. Each planet is connected to its neighboring planet, and all are connected to a common sun –the center of the system. Through this theme, we aimed to show the rules as a connected system of consecutive behaviors, one leading to another, and all leading to a common mail goal: success.

We chose different classroom rules appeared to be the most effective for stable classroom discipline, each is located on one of the 7 planets of the solar system:

The Uranus planet matches up to the “We respect the property of others” rule. This encompasses the need for students to learn that other people will hold them accountable for neglect and mischief as it applies to their property just like they would. The students need to understand that they need to treat other people’s property with the same respect they would want other people to treat their belongings. They also need to understand the very real potential consequences for disregarding this rule.

The Jupiter planet relates to the “We do nothing that risks harm to others.” This simply means that students are to maintain a distance from another’s personal space. This covers any undue physical contact, which may harm or injure others, or that of a sexual nature.

EARTH The third rule is “We always try do our best”. Students should be motivated to perform their tasks as well as they possibly can. They must be taught that we can never guarantee success, and failure is accepted while trying until they accomplish their goals. In fact, the measure of success is the knowledge they gained after giving it all they had. A teacher should explain to her class that doing their best means finishing their jobs right, striving for success, and working hard without complaining. Consequently, this can make students feel good about themselves, regardless of whether they accomplished their goals or not.

SATURN The fourth rule is “We learn from one another”. Learning involves a student’s engagement with the materials, participation, and collaboration. Students must demonstrate a process, argue, and analyze each other’s opinions. This can be accomplished through partner discussions, research projects, groups critical analysis exercises, and others.

The Mars planet corresponds to “We raise our hands to speak.” Students are expected to raise their hands and wait to be called on before speaking. Most of the time, a class functions more smoothly when students raise their hands before interrupting the teacher or other students. But when a discussion becomes intense, students may just offer ideas without raising their hands. Interrupting this great discussion with a warning about hand-raising would be inappropriate.

VENUS The sixth rule is “We respect different points of view”. Respect and take pride in the contributions from diverse individuals should be implemented in the students’ values. Being respectful helps students to value differences and appreciate others’ qualities. This brings out the fullest potential of one another. A student being respected feels more safe and better expresses himself. It builds a feeling of trust and wellbeing.

NEPTUNE, the seventh planet, is “We listen when others are speaking”. Listening has many benefits in the classroom environment. It removes distractions and maintains calm and respectful. It helps to better focus on what others are talking. Becoming a better hearer also helps for a wide range, by becoming more empathetic and unselfconscious. It is a sign of respect that leads to deeper relationships. Indeed, you can learn a lot about your peers and community by simply listening to them.

Classroom Contract

A classroom contract is a framework with expectations of certain behaviors. It is a collaborative work of teachers and students in order to reach a common contract which is agreed by all the students. This helps in achieving ultimate student ownership. Classroom contracts can be flexibly changed when sudden situations arise.

A classroom contract might be very beneficial for classroom management by giving children certain responsibilities. This, in consequence, can be more helpful than just instructing students on how to behave and can lead to an appropriately managed classroom rather than a continuous “war” between the teacher and her/ his students.

Being positive is essential for setting a contract. In order to accomplish your contract, you can follow five steps:

1. List unacceptable behaviors; when brainstorming unaccepted behaviors according to them, students can be convinced to avoid such acts.
2. Establish consequences; a student determining the reasons behind each consequence can better understand the importance of good behavior. A teacher can explain the effects of an off-task or disruptive behavior on the flow of the learning activities, in order to show the students what is right and what is wrong.
3. Draft the contract; organize the information with the help of your students.
4. Sign the contract; students engaged in signing the contract can feel a sense of responsibility to obey what has been written on that contract, for they showed their agreement through their signing.
5. Review the contract; changes are accepted when any new situation appears. This change should also be done with the students’ participation.

You can approach an effective classroom contract through three considerations. By reflecting on them, students understand the necessity of being valued members and the importance of apologizing whenever a rule is broken. This leads to a safe and reflective environment in the classroom throughout the school year.

1. ASK STUDENTS about their needs in order to succeed. This can lead to a list of behaviors and expectations to encourage accomplishments.
2. POST THIS LIST and refer to it throughout the year whenever it was broken and add when you deal with new issues in the class.
3. USE A RESTORATIVE JUSTICE APPROACH when the rules are not obeyed. “A restorative justice approach requires asking questions:

What happened? What part did you play in it? Who was affected by what you did? What can you do to repair the harm?

Classroom Contract Sample.

Our classroom will be a peaceful cooperative environment where everyone shares the fullest amount of knowledge. To accomplish this goal, we agree that the following expectations are needed in our class. We will try our best to accomplish these rules:

• We respect the property of others
• We do nothing that risks harm to others
• We always try to do our best
• We learn from one another
• We raise our hands to speak
• We respect different points of view
• We listen when others are speaking

We also agree and will make our best to fulfill the following statements:

• We do please
• We do thank yous
• We do kindness
• We do honest
• We do compliments
• We do May I?
• We do clean and tidy
• We do ‘Raise Your Hand’
• We do happy
• We do its okay
• We do Quit
• We do healthy
• We do learning
• We do listening
• We do politeness
• We do abiding rules

In addition, we will be responsible for other issues, as:

• We will be on time.
• We will be prepared at the start of the class.
• We will fully do our homework.
• We will copy all the notes, request arrangements with our teacher for any missed. work, and do any missed homework in case of any absence.
• We will not use any form of technology that isn’t effective in reaching the learning goals.
• We will use proper language when discussing and having conversations with our peers and the teacher.
• We will be awake and totally engage while the class is conducted.
• We will be responsible and positive all the way through.
• We will succeed.

In consequence, if we chose not to approach the statements expected, we realize the following outcomes:

• 1st time Verbal Warning
• 2nd-time Time-Out
• 3rd time Loss of Play Time
• 4th time Student Counseling
• 5th time Parents/ Principal Meeting

We have read our classroom contract and understood the syllabus and agreed upon them. As a result, we sign this classroom contract knowing what is expected from us in our class.

• Students signature/ fingerprints.
• Teacher’s signature.
• Date

Conclusion

In the future, teachers can refer back to the rules and inform new students that these rules were created as a class with the input of former students. Classroom rules must be displaying them (whether on a poster or a bulletin board) in a manner that can be easily viewed and referenced. Everyone is expected to establish a natural system for consequences.

But beyond boards and posters, the most effective way for teachers to teach expectations is to reinforce them on a daily basis. As situations come up that require conformity, teachers should consistently make sure to verbally communicate these expectations to students.

Upon that, by making sure that as prospective teachers, we exemplify the required behaviors and we move from just announcing and enforcing to actually living out our expectations in a way others can emulate.

Everyone is different. Some people are apprehensive. Others get comfortable with their surroundings easily. Stereotypes say that women endure more self-absorbed while; men express their thoughts out loud. This doesn’t have to do with gender. It depends on the individual and how they feel with the place, people and topic. In her article, Deborah Tannen observes her classroom and the role that males and females play. Although females and males get along differently and for diverse reasons that doesn’t imply that they contrast with their behavior in the classroom.Women and men come to be friends for different reasons. Tannen argues that “a girl has a best friend with whom she sits and talks, frequently telling secrets” and for boys “activities are central” (Tannen 283). Tannen is insisting that although females’ core of friendship typically is gossip for men it’s what they do collectively, for specific example, sports. I agree with this concept because in my experience women always gossip and tell secrets like that’s precisely the reason they are friends. I personally have friends that all we do is gossip. Many of my guy friends encounter each other because of sports. If it weren’t for activities that they do together in school, they wouldn’t have spoken one word to each other.Though women and men encounter each other by diverse reasons, in the classroom gender doesn’t carry out a role. In her article, “Gender in the Classroom”, Tannen maintains that females in her class hold back if the have spoken once or twice because “they don’t want to dominate” (Tannen 285). Tannen’s essential point is she thinks a woman will stop participating when they answer once or more because she doesn’t want it to seem like she desires the floor. I think that Tannen is mistaken because she overlooks that overall women participate more often than men. Women have no problem speaking their mind and answering multiple questions in a row. In my mix gender group

Everyone is different. Some people are apprehensive. Others get comfortable with their surroundings easily. Stereotypes say that women endure more self-absorbed while; men express their thoughts out loud. This doesn’t have to do with gender. It depends on the individual and how they feel with the place, people and topic. In her article, Deborah Tannen observes her classroom and the role that males and females play. Although females and males get along differently and for diverse reasons that doesn’t imply that they contrast with their behavior in the classroom.

Women and men come to be friends for different reasons. Tannen argues that “a girl has a best friend with whom she sits and talks, frequently telling secrets” and for boys “activities are central” (Tannen 283). Tannen is insisting that although females’ core of friendship typically is gossip for men it’s what they do collectively, for specific example, sports. I agree with this concept because in my experience women always gossip and tell secrets like that’s precisely the reason they are friends. I personally have friends that all we do is gossip. Many of my guy friends encounter each other because of sports. If it weren’t for activities that they do together in school, they wouldn’t have spoken one word to each other.

Though women and men encounter each other by diverse reasons, in the classroom gender doesn’t carry out a role. In her article, “Gender in the Classroom”, Tannen maintains that females in her class hold back if the have spoken once or twice because “they don’t want to dominate” (Tannen 285). Tannen’s essential point is she thinks a woman will stop participating when they answer once or more because she doesn’t want it to seem like she desires the floor. I think that Tannen is mistaken because she overlooks that overall women participate more often than men. Women have no problem speaking their mind and answering multiple questions in a row. In my mix gender group us females spoken more than the males.

Within these two articles there are reasons why Adventures of Huckleberry Finn, an adventure novel by Mark Twain, should be allowed in classrooms along with why it shouldn’t be allowed. This novel should be read in high schools for various reasons. The first reason being that this novel will open conversations about racism and help to slowly stop this issue. The next reason is because although Twain was criticized for being solely a racist he was more open minded then a majority of people for discussion and in a way ahead of his time. The last reason is because it is beneficial for the youth to read it in a point of view from that time period.

This novel should be read in high schools by students because it’s a way to open discussion about racism. Chadwick stated, “We cannot, therefore, overlook the works of Twain that do address the issues of race and stereotype. Clearly, Twain used his writing to work through issues of race for himself and society…” Far too many people are stuck on the same mindset that Twain is a racist, but through this novel he addresses issues that he knows exists within other people and himself that he wants to fix. However, some would argue that this novel isn’t helping at all to fix the issues of racism but creating more issues. In an editorial written by Loorie Moore, an African American mother called “Send Huck Finn to College” she speaks on some problems with this novel and stated “And if it were taught, student alienation might very well contribute to another breed of achievement gap.” She is explaining that the way this novel is presented might offend African Americans and it won’t make people aware of the issues with racism but it will just add to the amount of students feeling isolated because of their race. With this being said, if students are ignorant to their past and to the past of others the past will repeat itself so students need to be exposed to this novel so that they’re open to other cultures and comfortable with their own culture at a young age. With people saying Twain is simply a racist, many overlook the fact that he was more open minded than others in this period of time.

Twain was frequently called out for being racist but he was ahead of his time and discussed what others were afraid to. Chadwick stated “Paralleling this view, too, was an abiding and deep appreciation among African Americans for any white person who displayed a scintilla of concern, let alone a proclivity for voicing or displaying that concern.” It is being said that African Americans appreciated this novel discussing racism and Twain voicing his opinion because it was not a common occurrence at this period in time. On the other hand, it is said that although Twain is discussing issues with racism he makes a joke out of real issues. Moore said, “although he is sensitive to Jim’s heartbreaking losses, he is always looking for comedy and repeatedly holds Jim up as a figure of howling fun, ridicule that is specific to his condition as a black man.” Moore is saying that instead of seriously getting the points across of the issues with racism Twain does this through jokes and that is not right. Although Twain did write this novel to point out issues he also found within himself to fix these issues, and with everyone else not discussing these issues at the time this novel still opened the eyes of many. This novel not only made people aware of racism issues, but this novel is important to read because it allows the youth to read in that time’s view to get a more authentic image in their head of what struggles people had to go through.

Many would say Huck Finn is too much for a high school student to read although it’s better that students hear about these problems being told from that period of time. Chadwick, had said “By questioning racism in his own time and provoking discussion in ours, Twain provides such connections for students.” This shows that this novel being told in this period of time not only allowed him to question himself about racism but it brought up future conversations about racism. This helps students connect to this novel even more and understand the past problems with racism and even the problems that many still face today. However it is still argued that bringing children back to this period of time through a novel isn’t going to help them understand more. Moore said “does not benefit by being taken back right then to a time when a young white boy slowly realizes, sort of, the humanity of a black man, realizes that that black man is more than chattel even if that black man is also full of illogical and stereotypical superstitions.” She is saying that in this period of time African Americans were treated as objects so it would not help for the youth to hear about that. Although it is important that people are aware of issues from the past so that these issues don’t continue. It is especially important for students in high school to hear this because out of everyone they can help most to stop future problems so they can’t be ignorant to past problems.

Within these two articles there are reasons why the adventure novel written by Mark Twain called Adventures of Huckleberry Finn, is appropriate to be taught in classrooms along with why it shouldn’t be taught in schools. This novel is appropriate for highschoolers and it would be helpful to today’s youth for many reasons. The first reason being is this novel will help to open conversations about racism which is needed. The next reason is because although many say Twain was simply a racist he discussed what many people avoided to talk about in that period of time. Lastly, this novel should be read by students because it would help them have a better understanding of past issues to stop future ones if they read a book from that period of time.

In our day and age, technology is a predominant feature in our everyday lives so it’s no wonder that technology has made a debut in the classroom. Tablets are replacing our textbooks, and we can research just about anything that we want on our smartphones. Social media has become the most common place for students to socialize, and the way we use technology has completely transformed the way we live our lives, but is technology in classrooms all that good?

In short, yes and no. Technology may be a way for students to make learning easier, however, Studies have shown that students that use technology to study are more likely to do worse in their exams. An article published by the Massachusetts Institute of Technology shows that students who don’t use technology such as laptops or mobile phones, did better in their final exams than students allowed to use technology and had access to the internet. When students study with access to technology, most likely they study for ten or fifteen minutes and soon after, they can be found active on social media such as Facebook due to distractions. Not only that but also technology can cost schools a lot of money to implement. UK schools spend over £900m on educational technology per year. This money could be used on other things such as textbooks, stationery, and jotters. However, this isn’t the only cost of technology in a classroom. Another cost is that some students use technology primarily for games. Due to this, some students associate technology with nothing other than playing games; which can cause issues in the long run.

However, some teachers can use that association to their advantage.

Educational games such as Kahoot have been used more and more often in classrooms and gained the interest of many students. Games such as Kahoot can be used to quiz students on what they have learned or as a testing mechanic which combines technology and students together in an educational way. Also, technology allows students to learn at their own pace which makes learning much easier for most students. At times, teachers are unable to teach at the pace of the whole class in opposition to technology which allows students to work at their own pace by giving them the opportunity to go back or skip sections of courses that they feel are too simple and also allows students to review difficult concepts of courses.

Technology also allows students to enter an endless supply of instant knowledge through platforms such as google; this allows students to get information that may not be in outdated school textbooks. In fact, this generation of students is already familiar with “Googling it” to find answers to questions or more information on the desired topic. The gift of technology in classrooms gives the opportunity of teaching their students how to access the quality of information online while removing the one-sided restrictions of a textbook.

Technology does help students get answers to queries they may have which is making computer-assisted learning become a thing. Computer-assisted learning is being used widely by teachers all over the globe. It works by teachers using computers inside classrooms and giving students assignments that integrate the use of technology. There has been some success in using computer-assisted learning to help speaking skills closely linked to ‘communicative competence’ – which is the ability to engage in meaningful conversation in a selected language- and provide controlled yet interactive speaking practice outside the classroom. Talking to people in a different language through chats can also help the learning of other languages as the person is dependent on what they know in that language in order to talk with others.

Technology can also help in the shaping of vocabulary banks for students. The constantly growing popularity of so-called “e-books” makes books more accessible for people; and as we know, reading helps shape vocabulary banks. E-books hold an unimaginable potential for innovating education, though as some schools have already discovered, not all of that potential has been realized yet.

In conclusion, technology is something most schools should consider; not only due to the increasing demand for new technology but also due to reasons such as helping improve vocabulary, helping teach other languages, capturing the attention of learners, and allowing students to get access to more knowledge than regular textbooks. Nowadays technology is widespread across schools which can be both beneficial and have a negative impact on students. As a student myself I believe that technology is a good tool to use when learning but sometimes it wouldn’t hurt to put our phones and computers aside and study without the distraction.

This assessment focuses on a critical reflection on how game-based pedagogy can be used to facilitate High-Quality Teaching and Learning (HQTL). This is an attempt to find out which techniques and approaches work best for the students; mainly Year 2 (Key stage 1) and Year 5 (Key stage 2) as these are the only classes I teach. Quantitative research was carried out such as questionnaires and classroom observation, to compare the learning styles, techniques, and approaches between both classes. Findings showed that the game-based approach contains a huge prospect for development in educational settings. Students are more likely to engage and interact more with the content that is being taught, compared to teachers’ going through their basic PowerPoints.

Introduction

In recent years, there have been many efforts to improve the public education systems of the UK. The efforts were primarily focused on ‘how to improve schools as organizations’ (Baker et al, 2005; Elmore, 2005; Schmoker, 2006), in terms of school improvement, strategic planning, and education reform. These efforts managed to achieve some of the desired results such as data-driven organization, school goals, and schools with mission and vision, however, there has been minimal effort to directly impact the teaching and learning occurring in classrooms (Black and Wiliam, 1998; Shmoker, 2006). If we are to improve all schools, we must also craft improvement strategies that directly impact what happens in the teaching and learning environment. As Black and Wiliam (1998) state, ‘Learning is driven by what teachers and pupils do in the classroom’.

High-quality teaching and learning (HQTL) is ‘both context and culture-dependant and cannot be defined and measured in absolute, universal terms’ (Thompson, 2020). HQTL is a daily, face-to-face interaction that takes place in the classroom between teachers and students. It is different pedagogical approaches used to challenge, engage, and motivate learners. Similarly, it is the way teachers use assessment and feedback to identify gaps as well as helping and supporting students to move on in their learning. It is about encouraging and setting challenges for students so that they can achieve more. According to Packer (2020), HQTL has the aim and responsibility to provide ‘support, advice and guidance’ to students and teach them the way to implement high-quality learning in the classroom so that they can remove the barriers to learning. This could also be achieved using game-based pedagogy in the classrooms, as games offer a unique structure, and creative thinking and provide diversity in teaching methods.

This assignment is intended to critically reflect on game-based pedagogy to facilitate high-quality teaching and learning (HQTL), using educational literature and frameworks that focus on which techniques and approaches work best for Year 2 and Year 5 students. It outlines how game-based teaching can be integrated within the context of formal schooling.

Literature review

Pedagogy is a teaching method, in terms of the theory and practice of education. It is the relationship between learning techniques and cultures, based on the educator’s beliefs about how learning should, and does, take place (Persaud, 2019). To support students’ development of knowledge and skills, education systems are busy with developing learning environments to facilitate students’ learning processes. However, this could be a challenge since decisions have to be made based on different learning processes, different knowledge components, and different teaching methods (Aleven, Koedinger, Corbett, and Perfetti, 2015). To complement teaching strategies, games offer a unique structure, spark creative thinking, and provide diversity in teaching methods (Boyle, 2011). According to Salter (2011), games can also offer opportunities for experimenting with playful learning in all disciplines. Teachers and other staff should be using the game-based pedagogy to proceed towards ideas of content in new ways, rather than trying to force playfulness.

Game-based learning is defined as ‘learning that is facilitated through the use of the games’ (Whitton, 2012). This can be taught at any level starting from preschool through to lifelong learning. The use of games in the classroom can be intrinsic or supplemental, online or computer, face-to-face, or played with physical objects (Gee, 2003). Chee (2016) supports the idea of using games in education, however, he argues that the efficiency of game-based learning depends on the capacity of teachers to control games effectively as learning tools and on the willingness of students to engage in the game and other pedagogical activities. Teachers must be aware of how to create space for games in their teaching, organize class activities around the use of games as well support students with their engagement with game-based activities in the classroom. Groff, Howells, and Cranner (2010) make it clear that ‘game-based approaches must be well planned, and classrooms carefully organized to engage all students in learning and produce appropriate outcomes’.

Many studies on game-based learning focus on how games should be designed when teaching, with researchers trying to look for best practices for designing games (Van and Hung 2010; Alaswad and Nadolny, 2015; Arnab et al, 2015; Aslan and Balci, 2015) or discussing the design process of specific educational games for the classroom (Barab et al, 2005; Lester et al, 2014). However, it is argued that simply focusing on ‘specific’ game design is problematic as it places the student’s responsibility in the hands of designers who may never had an experience of classroom teaching or advocating on behalf of the learning offered by games without having to take into account the real and various challenges faced by today’s diverse learners (Nolan and McBride, 2013).

Since game-based pedagogy is a broad term, there are many models and frameworks for it that are being used. One of the game-based pedagogy frameworks is ‘The input-process-outcome model’ by Garris, Ahlers, and Driskell (2002). This model tries to visualize how and when learning occurs when learners play a game. The input represents the educational game consisting of instructional content, mixed with game characteristics. During the game process, the learners are expected to repeat cycles within a game context. The learning outcomes, in turn, are conceptualized as a multi-dimensional construct of learning skills, cognitive outcomes, and attitudes.

In an educational setting, input is the objectives and content that teachers put in, while process is the method of delivery of content. The outcome is the result of input and process, in terms of student engagement and performance. Moreover, using the game-based approach in Year 2 and Year 5 classrooms not only supports learning but also stimulates student’s motivation and engagement as they are more likely to be focused and pay attention to the topic. It is more appealing to children to engage in an activity like gaming. Game-based learning improves retention as the goal for students is to remember what they have learned while playing the game. It also helps students to identify their strengths and weaknesses as well as turn students into problem solvers and self-directed learners. Game-based learning allows students to engage in friendly competitions with peers. However, most games are designed to be addictive, including educational games, which could be a source of distraction. If teachers are not familiar with technology, the way students are more advanced, there could be a gap between teaching and learning. Assigning games without defining clear learning objectives reduces class time to playtime only.

Furthermore, the gamification approach could also be used in Year 2 and Year 5 classes as it typically involves game design thinking to non-game applications, to make their experiences fun and engaging. Gamification encourages fun, collaboration, retention, productivity, and creativity. The advantages of the gamification approach include: students are more likely to engage in classroom activities and be more attentive to what they are learning, motivates students to complete activities and allows students to participate in friendly competitions with peers. On the other hand, the disadvantage is that it can become more predictable and boring, poorly designed game activities can seem meaningless and manipulative.

Other models of game-based pedagogy include the pedagogical model by Russel Francis (2006) and David Kolb’s (1984) experimenting learning model. These models are presented as examples of what a game-based pedagogy might look like and guide the teachers in exploiting the power of playing games in real classrooms.

Research design

Expand this – need to write another 500 words. Look for detailed advantages and disadvantages of Quantitative methods, questionnaires, and classroom observations. Back everything up with year 2 and year 5 classes. Link the statements with the class, please.

For this assignment, quantitative methods were chosen as the literature states such methods are more reliable for exploring certain links (Blumberg et al, 2008), in terms of comparing the learning style, techniques, and approaches between two classes Year 2 (KS1) and Year 5 (KS2). The advantages of using the quantitative method include data can be collected and analyzed quickly, it can be anonymous which is useful when dealing with sensitive topics and it allows to generalize of findings effectively. However, the disadvantage of quantitative research is the limited ability to probe answers. The data was collected using primary and secondary sources. Primary sources include questionnaires and classroom observation whereas secondary data includes past research, journal articles, books, and online websites.

According to Creswell (2013), the use of questionnaires is the most common and effective form of data collection technique for quantitative research. When analyzing and interpreting the received data, the strengths and weaknesses of questionnaires need to be considered. Questionnaires are practical as they are specifically directed towards the target population and allow scientific comparison and contrast between previous research studies (Oppenheim, 2000). It also allows data to be collected at a fast pace, allowing quick analysis and conclusions to be drawn. However, questionnaires may be an inadequate means of measuring certain factors like emotions, hence reducing validity (Blumberg et al, 2008). The use of questionnaires as a mode of collecting data may induce potential response bias, due to the range of tendencies of participants to falsely answer the questions (Oppenheim, 2000).

A total of 50 questionnaires were given out to Year 2 and Year 5 in the classroom and through email, to find out what kind of games have the most impact and how will they be integrated into teaching and learning. The questions included types of games that will motivate students to learn more and boost their educational skills. The questionnaire will include demographic questions such as age groups and gender. The results will help the teachers design the games and come up with gamification approaches so that students are more focused, engaged, and able to learn effectively.

Classroom observation was carried out in year 2 and year 5 classes. Gamification methodology was used, aiming to motivate and change student’s behavior towards learning. Activities were created with more than one way to be solved. For example, the use of Minecraft: Education edition. Students were instructed to create a story through Minecraft experience as well as use Minecraft features to teach maths lessons on shape, volume, area, and more. Another example is the use of Kahoot in both classes. Kahoot allows teachers to create multiple-choice quizzes and allows students to use their devices for learning objectives, entering their answers before the timer ends. Kahoot is one of the straightforward examples of applying game mechanisms to learning and motivating students in the classroom. Along with the examples mentioned above, there were some rewards, points, levels, and achievement badges, enabling students to stay focused and strive to earn more points.

Findings and Discussions

The questionnaires you filled in – make it look like students will enjoy the game-based learning. It will help them to focus in the class. For example, If you use 1 hour game of e-based learning, every once or twice a week, they will look forward to their learning, you will carry on using Kahoot and Minecraft: education edition in the classroom, along with other gamification approaches.

Your findings should mainly be positive such as students will enjoy the learning, you will give them rewards, expand expand expand. Read the MOD 7002 assignment guidance for help on this section, please.

Conclusion

Game-based approaches are a solid part of learning and a very strong tool and should be understood and used properly.

Get good points from each section and repeat them here in our own words, please. Repeat the findings, pros and cons of the study, and write down the recommendations for further work.

References

1. Alaswad, Z., and Nadolny, L. (2015) ‘Designing for Game-Based Learning: The Effective Integration of Technology to Support Learning.’ Journal of Educational Technology Systems 43 (4): 389-402. doi:10.11770047239515588164.
2. Aleven, V., Koedinger, K., Corbett. A., and Perfetti, C. (2015), ‘The knowledge-learning-instruction framework: Helping to bring science into practice’, Research on learning and instruction, Cyprus. Boyle, S. (2011) ‘An introduction to Games based learning’, [Online]. Available at: Microsoft Word – final_introduction to Game-based learning.doc (ucd. ie) (Accessed 9 March 2021)
3. Arnab, S., Theodore, L., Maira, B., Francesco, B., Sara, F., and Gloria., (2015) ‘Mapping Learning and Game Mechanics for Games Analysis.’ British Journal of Educational Technology 46 (2): 391-411. doi:10.1111bjet.12113.
4. Aslan, S., and Balci, O., (2015) ‘Gamed: Digital Educational Game Development Methodology.’ Simulation 91 (4): 307-19. doi:10.11770037549715572673.

Should Textbooks be Replaced by Tablets in a Classroom Setting?

The average school spends about $50,000 on paper alone. (Should Textbooks be Replaced by Notebook Computers?) All of that money could be spent on something more beneficial. Students’ textbooks should be replaced by tablets and notebook computers. In today’s society, technology is taking over and upgrading nearly every aspect of living. Meanwhile, schools are using ancient methods to teach the upcoming generations. These children are supposed to be the future! Why is it perfectly fine for everything but schools to make a change for the better?

The idea of teaching different subjects through textbooks has dated back to 1868. “During the Meiji Reform, Japan adopted the idea of teaching by subject and thus structuring textbooks according to different subjects.” (History of Textbooks)The idea of printing began in the 15th century, not too long before the reform. The use of textbooks in America was more for religious purposes, until the revolutionary war. “When the Revolutionary War cut off schoolbooks from England, many schools adopted American lexicographer Noah Webster’s reader for students, American Spelling Book (1783), and later his dictionaries (1806, 1828)” (History of the Textbook)

Tablets, however, were made to ease off some of the stress of flipping through a book, like a mobile personal computer. The first tablet invented was by Bill Gates in 2000. (Businessinsider.com) “The early Tablet computers, such as the Microsoft Tablet PC, were primarily designed for business fieldwork. Early Tablet PCs were cumbersome to use as they came pre-installed with desktop operating systems which were not designed to be used with touchscreens.” (Origin of the Desktop Computer ) The original tablets were created with the same operating systems as the computers that each respective company used (Origin of the Desktop Computer). This means that from the beginning, tablets were made entirely to be a more mobile alternative to the traditional desktop computer.

Using textbooks in classrooms should be a thing of the past. Many students are struggling with back problems due to the overwhelming weight of their backpacks, and the main culprit of the crime is the hefty textbooks that are mandatory to carry around. “When putting a heavy weight on your shoulders the wrong way, the weight’s force can pull you backward. To compensate, you may lean forward at the hips or arch your back, causing the spine to compress unnaturally.” (Kidshealth.org ) This could lead to horrible posture or even a hunchback. “According to data from the United States Consumer Product Safety Commission, over the period from 1994-2000 more than 23,000 youths ages, 6 to 18 were treated in emergency rooms for backpack-related injuries, such as contusions, sprains, and strains to the back and shoulders, and fractures.” (“Should Students’ Textbooks Be Replaced by Notebook Computers?” ) This problem has stemmed since the creation of the backpack in 1967. Depending on the durability of the pack, scholars may have to purchase multiple bags during the course of the year. “I remember during my freshman year of high school I had to buy like five different backpacks because the straps kept coming off. I had like three books in there. One for science, one for math, and one for history. I swear that whole year was crazy. There’s no way there should ever be that much weight on someone’s back at once.” Said Tracy Swain, a current freshman at Wayne State University. Replacing these books with tablets or other smart devices completely negates the stress put on not only the bookbag but also the student wearing it. Textbooks in classrooms are not entirely reliable, either. Textbooks have to go through a lengthy process before they can get published, while online resources are updated nearly every day. Daily updates on current events are much more effective in a learning environment whether it be from the newest scientific discoveries to the most recent political decision.

People that may oppose this claim could say that the replacement of textbooks may cause their own set of problems, such as eyestrain. Within the device, there is a multitude of settings to change not only the level of brightness but also the size of the text appearing on the screen. (“Pros & Cons – ProCon.org.” Tablets vs. Textbooks) Another counterargument could be that the average battery life of a tablet is shorter than that of a school day. This could be solved with the addition of multiple charging stations around the classrooms. The opposition could also say it could be difficult for older or less experienced teachers to catch on to the new technology. This could be assisted with tech lessons in their orientation and training. (“Pros & Cons – ProCon.org.” Tablets vs. Textbooks) Additionally, the opposing side may state that students may learn better with textbooks, as opposed to online. However, a study was conducted to test any differences between learning through textbooks and learning through the use of e-books. This test used 63 randomized nurses studying respiratory physiology and pulmonology. The results are as follows:

For simple recall, all methods were equally effective. For problem-solving, the eCase group achieved a comparable knowledge level to classroom teaching, while textbook learning was inferior to both (p This clearly reveals that there is no true disadvantage to using tablets instead of textbooks. All of the potential problems of replacing textbooks with tablets are simple fixes. The only true “problem” would be the price of the tablets. Even then, given that on average, a single school spends about $50,000 on just paper per year, (Textbooks vs Tablets) all that money could be redirected towards purchasing tablets for classrooms. “The government could aid in paying for them [the tablets] by using some of the tax dollars we pay. This would cover this problem entirely.” Said Anita Vandover, a councilor at Southfield

High School.

Replacing textbooks with tablets is the correct thing to do. Society is becoming more and more digital as time progresses. Schools need to stop teaching future generations ancient techniques. There is no reason to deny that schools should also make the switch. Students voted nearly unanimously that schools should take a more electronic approach. Textbooks can be detrimental to a student’s health by causing back problems if the weight is too much on the body, which could possibly haunt a student for eternity. The pros of making the switch to a more electronic approach to learning vastly outweigh the cons. This could be anywhere from more ease of access to avoiding the main causes of back problems in young adults.

Works Cited

1. Worm, Bjarne Skjødt. “Learning from Simple Ebooks, Online Cases or Classroom Teaching When Acquiring Complex Knowledge. A Randomized Controlled Trial in Respiratory Physiology and Pulmonology.” PLoS ONE, vol. 8, no. 9, Sept. 2013, pp. 1–5. EBSCOhost, doi:10.1371/journal.pone.0073336.
2. “Should Students’ Textbooks Be Replaced by Notebook Computers?” Topics, Sample Papers. & Articles Online for Free, 18 Oct. 2017, studymoose.com/should-students-textbooks-be-replaced-by-notebook-computers-essay.
3. “Should Tablets Replace Textbooks in K-12 Schools?” ProConorg Headlines, 4 Dec. 2018, tablets-textbooks.procon.org/.
4. Viawritingcom. “Should Student’s Textbooks Be Replaced by Notebook Computers? – Via Writing.” Via Writing, Via Writing, 9 Aug. 2017, viawriting.com/should-students-textbooks-be-replaced-by-notebook-computers/.
5. “Should Textbooks Be Replaced By Notebook Computers?” Oxford Learning, 6 Dec. 2016, www.oxfordlearning.com/textbooks-vs-computers/.

Critical Reflection on Learning

Developing the proposal on increasing intrinsic motivation in the classroom gave me insight into how ideas are developed and how they would be applicable in a 21st century classroom. This is evident when examining 21st century skills from not only the Queensland Curriculum and Assessment Authority (QCAA) but also the Australian Curriculum, Assessment and Reporting Authority (ACARA). In putting together our proposal, a number of skills and capabilities were used, for example personal and social capability was needed to ensure that all members of the group knew what was required of them, whilst taking into account the number of factors that could affect the team as the project progressed such as emotions, work commitments and personality differences (ACARA, 2019, p. 1) (QCAA, 2014-2019, p. 1). Another skill was the critical and creative thinking needed to develop the proposal, having such skills provided avenues in which progress could be made despite conditions to the contrary, for example building ideas, finding out information on the ideas proposed, examining the credibility of information used and reflecting on how processes could be done better (ACARA, 2019, p. 1) (QCAA, 2014-2019, p. 1). Further to this point, it was important to enshrine a need for respectful communication between group members, ensuring that collaboration occurred not through a top-down approach, but through sincere interaction, for example in our group one member put forward an idea about replacing one of the Australian Professional Standards for Teaching (APST’s) and the process in which this was achieved came about through communicating and collaborating respectively instead of telling them what to do (QCAA, 2014-2019, p.1) (Australian Institute for Teaching and School Leadership (AITSL), 2017, p. 1). As this innovation was put together online, the need for Information and Communication Technologies (ICT) skills was made apparent to ensure the successful completion of the task. This included; group meetings on Facebook Messenger, communicating with teachers in the field to validate and give advice on the efficacy of our innovation and the usage of the internet to provide the requisite information to justify why our proposal made sense (ACARA, 2019, p. 1) (QCAA, 2014-2019, p. 1).

Reflecting further, it is imperative that an analysis of enterprise and leadership is taken into account when examining our proposal and how organisations play a role in prohibiting or ensuring a project’s go ahead. As the Quality Assurance Agency for Higher Education (QAA) (2018) points out regarding enterprise education, what is important is that capabilities are developed within individuals that lead them to coming up with new solutions to existing problems and when identified, develop strategies that fix problems (p. 2). Examples of this mindset can be seen in the behaviours, attributes and competencies on display when developing this innovation, for example taking the initiative when no actions were being taken and taking responsibility for an action you suggested (White, 2018). Attributes connected to self-efficacy and being proactive helped develop confidence in the ideas being brought forward, whereas when problems arose a proactive approach was used to fix them quickly (Karwowski and Kaufman, 2017) (Dubrin, 2013, p. 133). Taking a proactive attitude helped the group identify opportunities for improvement and this was the case with discussions surrounding the APST’s in that two of them were seen as not compatible and required change. In identifying this issue, another competency was apparent and that was of negotiation and communication. Identifying the problem required communication and negotiation with the member who wrote them, plus connecting with the other team members to get their point of view, leading to a collaborative decision that changed the APST’s to what they are now (Santos, Caetano, Mitchell, Landstrom and Fayolle, 2017, p. 143).

On the issue of leadership, an approach was taken that envisioned all members of the group working towards a common goal. To begin with, a hierarchy was somewhat established with some members of the group having more influence over how the task was organised, but as time progressed and tasks were delegated, the process became more collaborative. Completing the task, a functionalist approach was implemented to ensure the tasks were completed, for instance an overall goal was put forward regarding our proposal on intrinsic motivation in the classroom, the team came together to allocate responsibilities which each member had to complete and when completed, we would each provide feedback on each other’s sections and if satisfactory move on (Cole, 2004, p. 53). A point on leadership styles and this can be examined not only from a collective viewpoint, but individual as well. On a personal level, the leadership style I tried to implement in my group interactions was that of participatory. I tried to interact with all group members in a flexible and willing manner, whilst displaying convictions with respect to issues I believed needed to be addressed (Ricketts and Ricketts, 2010, p. 30). Collectively, a more laisse-faire approach was adopted in that a majority of the time group members were allowed to work at their own discretion and only communicated when necessary, for instance getting the proposal right for submission (Ricketts and Ricketts, 2010, p. 29).

Organisations play a crucial role in determining whether or not an innovation is successful or not. On a negative note they can provide a large number of constraints to implementing innovative ideas ranging from social customs/practices, different regulatory structures and work practices that have not changed for a long time (Macdonald, Burke and Stewart, 2018, p. 42). However, if used properly, these regulations can be used to justify the implementation of new and innovative ideas, for example our proposed innovation uses a number of APST’s in demonstrating why it would help intrinsic motivation in the class (AITSL, 2017, p. 1). Regarding my future practice as a teacher, the exercise of producing this innovation instilled in me an understanding of three key facets. One, practical skills and competencies are needed to function in the modern-day classroom such as critical/creative thinking, personal/social capability, communication and ICT skills. Two, the fostering of a behavioural mindset that emphasises a willingness to be firm when required, but engage with those working with you the majority of the time. Three, despite organisations being depicted as problematic, they can often provide the pathways for success you are looking for.

Reflect on Lead and Create Innovation

The proposed innovation looked to improve intrinsic motivation of students in the classroom by developing a growth mindset. This would be accompanied by teachers using formative assessment backed up by a number of tools whether it be guides, tutorials or Personal Development (PD) sessions. Achieving this goal would require a considerable collaborative effort in which senior staff such as Principals or Heads of Department (HODS) give permission for this process to continue and then teachers could begin the process of developing the resources for the strategies to be implemented. Reflecting on this goal shows that what was discussed above is absolutely necessary to get this started. Practical and competency-based skills for interacting with the large number of stakeholders that would need to be consulted for such an undertaking. A behavioural mindset that is open to criticism when warranted, willing to change when made abundantly clear and the ability to stay strong even in the advent of overwhelming pressure from not just peers, but outside influences such as parents, businesses or politicians. Avoid any future problems by using organisational structures to your advantage.

Ensuring the continuing efficacy of this innovation requires a multi-step process that goes from identifying the Minimum Viable Product (MVP) to getting validation from teachers on how such an innovation would operate in the classroom (Parsons and MacCallum, 2018, p. 160). Despite overall feedback from teachers in the field being supportive of our proposal, feedback allows for the next step of the process to be implemented. Build-Test-Learn takes the original MVP idea, tests and validates it even further among the education community and takes whatever feedback received and uses it to improve the idea even further (Morris, 2014, p. 14-15). Steps associated with identifying the MVP and then using the Build-Test-Learn cycle has enamoured me on further reflection to take a more participatory approach to not just learning, but interacting with those in the school environment. Successful implementation of policies such as these does not come down to you, but how you interact with principals, administrative staff, fellow teachers, students, parents and outside stakeholders and their preferred goals and outcomes. This may end up with you having to negotiate changes to your proposal that may not have existed in the beginning, but may result in better outcomes for the future.

Reflect on Peer Engagement

Engagement with peers was uneventful. Practically speaking, peer engagement was conducted through online channels that can often be beneficial, but also a hindrance in that if you are not a member of these services, communication can be problematic. Getting together with peers to discuss the proposal is often wrought with difficulties such as work commitments, time and scheduling issues and if such things are done online, ways in which communication happens can be problematic, for instance long intervals between conversations and the manner in which conversations are conducted such as long/short. Ethically speaking, taking into account the importance of confidentiality, asking permission and being respectful to your fellow peers allow no problems or hostility to arise between you and other group members. An example of this would be critiquing a section of your proposal from a team member and saying something only to the other team members. In outlining your viewpoint in a respectful manner and asking for feedback from that member alongside the other team members leads to more collaborative outcomes and the creation of an environment in which constructive feedback can be given irrespective of who is giving it.

Engagement with teaching professionals outside of the group was a beneficial experience that showed me that teaching is not an individual profession, but one where collaboration with peers is not just an advantage, but a necessity. Practical engagement with your fellow colleagues is not just about talking to them, but takes into account the psychological side, in which questions begin to be asked whether you have the confidence or capability to introduce yourself to someone you barely know and asking questions on teaching to individuals who know a lot more about it and have more experience than you can imagine. I was fortunate enough to have relatives who were teachers and get their inputs on how effective our proposal could be and how it could be improved and those relatives knew teachers, HODS and Principals to get their input. Engagement with teachers is a difficult task that needs to take into account the time-poor nature of the profession during busy teaching periods. As was the case here, the task was undertaken during school holidays making it much easier to conduct and therefore get feedback on the questions raised. Ethical issues were the same for teachers in the field regarding confidentiality, asking for permission to use their advice and when interacting with them being respectful of the advice being given. Reflecting back on peer engagement, it demonstrated to me that as a future teacher it is an absolute prerequisite for you to engage with all your peers to not just gather a wide variety of opinions, but have people in your profession who are willing to give you clear and frank advice on what you are doing right and wrong and then implementing those changes in the classroom.

Reflect on External Engagement

Engagement with the wider community can be a more difficult process. It has to take into account the different educational contexts that you find yourself in. With previous discussions on engagement, ethical issues come under the areas of confidentiality, permission and respectfulness. Engagement with students, parents and the community at large can present a number of issues that have to be confronted before any proposal for innovation can move forward, for instance understanding who your students are and how they learn, parental expectations of what is taught in the classroom and wider community expectations such as business or political interests. Issues could range from learning disabilities, cultural differences with language, Social Economic Status (SES) and the teaching of content to suit political or economic ideologies. These factors have to be considered wherever you are situated as a teacher to get a better understanding of what the needs of the students are, for instance if you were teaching indigenous students in an indigenous community you would not teach them content from just an Anglo-Saxon perspective, you would take into account cultural and community factors when teaching. The same can be said if you were teaching at an affluent religious school you would adhere to the standards being applied by that school. Reflecting back on external engagement, it can appear to be a problematic hurdle hard to overcome, but as was the case with organisational structures, all that is required is to have a flexible attitude and mindset that looks at these issues and identifies solutions by which teaching can be accomplished even in environments that may not seem conducive to entrepreneurial thinking.

References

1. Australian Curriculum, Assessment and Reporting Authority (ACARA). (2019). Critical and Creative Thinking. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/critical-and-creative-thinking/
2. Australian Curriculum, Assessment and Reporting Authority (ACARA). (2019). Information and Communication Technology (ICT) Capability. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information-and-communication-technology-ict-capability/
3. Australian Curriculum, Assessment and Reporting Authority (ACARA). (2019). Personal and Social Capability. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/personal-and-social-capability/
4. Australian Institute for Teaching and School Leadership (AITSL). (2017). Australian Professional Standards for Teachers. Retrieved from https://www.aitsl.edu.au/teach/standards
5. Cole, G. (2004). Management: Theory and Practice (6th ed.). London, UK: Cengage Learning.
6. Dubrin, A. (2013). Proactive Personality and Behaviour for Individual and Organisational Productivity. Cheltenham, UK: Edward Elgar.
7. Karwowski, M., & Kaufman, J. (2017). The Creative Self: Effect of Beliefs, Self-Efficacy, Mindset and Identity. London, UK: Academic Press.
8. Macdonald, I., Burke, C., & Stewart, K. (2018). Systems Leadership: Creating Positive Organisations (2nd ed.). New York, USA: Routledge.
9. Morris, M. (2014). Annals of Entrepreneurship Education and Pedagogy – 2014. Cheltenham, UK: Edward Elgar.
10. Parsons, D., & MacCallum, K. (2018). Agile and Lean Concepts for Teaching and Learning: Bringing Methodologies from Industry to the Classroom. Singapore, SG: Springer.
11. Quality Assurance Agency for Higher Education (QAA). (2018). Enterprise and Entrepreneurship Education: Guidance for UK Higher Education Providers. Retrieved from https://www.qaa.ac.uk/docs/qaas/enhancement-and-development/enterprise-and-entrpreneurship-education-2018.pdf?sfvrsn=15f1f981_8
12. Queensland Curriculum and Assessment Authority (QCAA). (2014-2019). General Capabilities. Retrieved from https://www.qcaa.qld.edu.au/p-10/aciq/general-capabilities
13. Ricketts, C., & Ricketts, J. (2010). Leadership: Personal Development and Career Success (3rd ed.). New York, USA: Delmar.
14. Santos, S., Caetano, A., Mitchell, C., Landstrom, H., & Fayolle, A. (2017). The Emergence of Entrepreneurial Behaviour: Intention, Education and Orientation. Cheltenham, UK: Edward Elgar.
15. White, M. (2018). A Good Education: A New Model of Learning to Enrich Every Child. Retrieved from https://books.google.com.au/books?id=JCpKDwAAQBAJ&pg=PT78&dq=initiative+and+responsibility+enterprise+education&hl=en&sa=X&ved=0ahUKEwiLj4638PTjAhU77HMBHRVACUQQ6AEIMzAC#v=onepage&q=initiative%20and%20responsibility%20enterprise%20education&f=false

Introduction

An essential quality for a teacher is to be able to reflect on their practice. This skill is important as it increases and improves the learner’s performance. It is an ability that enables a practitioner to reflect on action to encourage the process of continuous learning. A reflective practitioner needs to ensure that the surrounding environments of the classroom are nurturing, therefore, it must coincide with the school’s curriculum and pedagogies. The first part of this assignment will define the key terms and a discussion of the relevant models will take place. The second part of this assignment will focus on a reflection model to reflect on behavior strategies used during professional practice for all children. The third part of the assignment will critically analyze the lessons that have been learned from that professional practice and then propose a new reflective model.

Define and discuss the term critical incident

A critical incident is a problem that occurs which is not within the ordinary routine of the teacher (Joshi, 2018). However, Trip (2012), stated that a critical incident can also be defined as a part of your professional practice that went well. Nevertheless, it has been suggested by Pui‐lan, et al, (2005), that it is important to discuss and share a critical incident to promote reflection and gain valuable insight into why these types of problems happen. Therefore, this will allow a practitioner to create a reasonable action that will be based upon the critical incident that has already occurred, thus, allowing teachers to respond more appropriately to situations that may happen in the future. In contrast, Shapira-Lishchinsky (2011) stated a critical incident is an unpleasant situation that has been experienced by a practitioner. However, a critical incident may not be an event that causes significant tension, but, a minor mishap that occurs in everyday school life (Shapira-Lishchinsky, 2011). Angelides, (2001) argued that the critical incident should be significant and meaningful, to reflect appropriately. When a critical incident occurs it is important to recognize the similarities that may happen in the future, without taking the relevant steps to resolve the issue this could have a detrimental effect on a teacher’s professional development (Shapira-Lishchinsky, 2011). Richards and Farrell (2005), suggested critical incidents to be reflected on formally. In contrast, Farrell (2008) stated reflecting on a critical incident in a formal manner consists of describing and explaining what happened. Overall, Tripp (2012), highlighted, that the descriptive phase of the reflection process is normal, however, when analyzed it then becomes a critical incident.

Define and discuss the term reflective practice

Reflecting as a teacher is a great method for noticing improvements during teacher education (Purcell, 2013). Larrivee (2004), stated there are four different levels when reflecting, pre-reflection, surface reflection, pedagogical reflection and critical reflection. Pre-reflection is the ability to react automatically without considering alternate methods (Larrivee, 2004). Surface reflection focuses on the strategies it takes to reach the end goal (Larrivee, 2004). Pedagogical reflection allows the practitioner to use their knowledge and beliefs surrounding the quality of their practice (Larrivee, 2004). Critical reflection allows the teacher to consider the morals and ethics within a classroom to decipher the consequences for their students (Larrivee, 2004). In contrast, reflection is key to helping trainee teachers develop a good habit of reflective practice to learn from their experiences (Buster and Peterson, 2013). However, Buster and Peterson (2013) also suggest that the way a person reflects may have an impact on the outcome of the critical incident. In contrast to this, Valli (1992) stated that when individuals struggle to reflect on their teaching, they may become limited in their ability to make the necessary changes to prevent the same situation from happening in the future. Lasley (1992), outlined the importance of reflecting as a teacher, stating it to be the ability to be self-critical about classroom practice. However, Cole and Knowles (2000) suggested reflection to be a continuous process of exploring and refining the pedagogical, intellectual, and ethical aspects surrounding the profession. Overall, Reagan et al. (2000) believe that reflection is a process that is an ongoing spiral whereby all elements within the reflective practice are always an interactive progression of development and change.

Models of reflection

There are many different models of reflection, and they each identify the attributes of what a reflective practitioner is (Thorpe, 2004). There are six main models of reflection highlighted below:

Schon (1983) Model of Reflection

Schon (1983) based his work upon the reflective practice from previous theorist Dewey (1952). Schon (1983) states his model of reflection to outline the theory of working practice that accounts for many realities that practitioners face in their day-to-day lives (Scales, 2012). Schon (1983) states reflective practice to be knowing in action. Schon’s idea of reflection is built upon reflection in action and reflection on action (Finlay, 2008). Reflection in action allows practitioners to explore their own experiences and respond in the manner in which they happen (Schon, 1983). On the other hand, reflection on action is seen to be conscious and purposeful progress that happens in the aftermath of an event, thus, gaining valuable insights into the improvements that could be made in the future (Mejerdirk, 2016). Schon (1983) suggested that reflection in action may become outdated and said reflection on action would avoid this, as it looks back on the earlier findings in a (WORD) analytical way. This resulted in an evaluation to take place which looked back at the actions that occurred and suggested what could have happened if the events were to happen in a different way (Schon, 1983).

Kolb (1984) Model of Reflection

Kolb (1984) stated his model of reflection to be based on experimental learning, suggesting that it allows constructive thinking to take place during practice. It was then named The Experimental Learning Cycle (INSERT REF). The cycle consists of four separate parts that each discuss how you learn from your experience (Clark, 2008). However, every stage must be completed in the correct order for the learner to be successful in their training. The first part of the cycle encourages the trainee to embrace a new experience, this allows them to learn and reflect on their experience when necessary (Fig 2). The second part of the cycle recommends the learner to observe to reflect on the experience which then leads to the third part which then encourages the learner to think about the implications it can have on new situations that may occur during the concluding phase. Nevertheless, the trainee is then able to make links between the theory and practical aspects which revert to the theory surrounding the reflection model (Kolb, 1984).

Gibbs (1988) Model of Reflection

Gibbs (1988) suggests in his model of reflection it explains that reflective practice is where practitioners reflect on the normal way of thinking and the responses that are given in a critical situation. When reflecting on its own it is not enough, however, it is the action that is taken that provides the solution (Jasper, 2003). Similarly, Jasper (2003) also states that learning to put new knowledge and new understanding into practice allows the process of reflection to form. Gibbs’s (1988) Model of reflection lets reflective practitioners critically analyze and then evaluate their practice and provide the necessary steps to make improvements. Gibbs (1988) presents his reflective cycle as (Fig 1) six sections within a reflection that allows the trainee teacher to describe the situation, analyze the feelings, evaluate the experience they have had, and conclude, thus, creating an action plan to show what would happen if the situation was to happen again (NHS, 2006).

Advantages of reflective practice

Reflecting on critical incidents is key for continuing professional development (Atwal and Jones, 2009). Driscoll (2006) suggests reflective practice to be significant to all professionals. Similarly, Driscoll (2006) also states that being committed to reflecting, helps to improve trainees’ continuous development. Nevertheless, Atwal and Jones (2009) argue reflective practice encourages self-awareness of what they are doing as trainees, thus, allowing trainees to develop their personal and professional development. However, there are many benefits to reflection; one of which is, that it enables trainees to share their thoughts with other professionals (Chapman et al, 2008). Chapman et al, (2008) argue that this also allows trainees to challenge in critical situations and improve their professional relationships with others. Another advantage to reflective practice is that it allows the practice to be criticized to improve the quality of their professional development. Stewart et al, (2000) state criticizing while in practice will also allow developmental areas to be highlighted to improve their professional development. Overall, Zuzelo (2009) suggests that when a trainee reflects it enables them to understand stimulating and complex issues whilst in professional practice, therefore, this provides the trainee with the encouragement that learning is a continuous process.

Disadvantages of reflective practice

There are some disadvantages to reflective practice, White (2003) states that it can be seen as a response in connection to a negative situation. According to Smyth (2004), a barrier in reflective practice for trainees is that it is time-consuming due to the fast-paced environment in which a trainee works. However, it is argued that some workplaces do not use reflective practice, because, of the lack of interest in reflecting on incidents (Workforce Support, 2010). Nevertheless, Workforce Support (2010) suggests that many trainees do not know how to reflect during a critical situation due to the lack of knowledge they have sustained surrounding reflective practice. Overall, White (2003) argues that many trainees are fixated and biased in that reflection can be seen as a difficulty and it could be argued that it is a learned skill. Choose a model and justify this. The model that will be discussed in this assignment is Gibbs’s (1988) reflective cycle. This is because Gibbs’s (1988) reflective cycle encourages the practitioner to think systematically about the incidents that have been experienced (Cottrell, 2003). Gibbs’s (1988) Reflective Cycle provides a clear structure that should be followed in very precise steps, description, analysis, and evaluation of the incident that has occurred, thus, encouraging the trainee to examine their practice. Ghaye and Lyllyman (2006) suggest Gibbs’s (1988) Reflective Cycle to be ideal for the negative experiences that a trainee may experience. In contrast, it is also emphasized that the strengths of this reflective model allow the trainee to describe the experience, how it made them feel, and what action they will take to prevent it from happening again. Gibbs (1988) believes that taking action when a critical incident occurs enables the trainee to formulate their action plan and refer back to their experience to reflect and improve their practice.

My critical incident

My phase one teaching practice began in a Primary School in Manchester City Centre, where I was based in a year three classroom. I was learning how to teach Mathematics to a diverse, ethnic group of children who all had English as a Second Language. In the classroom, I had two teaching assistants and a class teacher. During the early stages of my placement, I delivered small parts of the Mathematical lessons alongside my class teacher. The incident happened during the first lesson on a Monday morning. I planned the starter to deliver to the children, this linked to Teacher Standard (TS) 4 of planning and teaching well-structured lessons. The lesson was based on multiplication, specifically teaching the column method. However, whilst instructing the class on what I would like them to do, Child A began to disrupt the class by shouting out and not raising his hand to answer questions. I implemented TS7, this was addressed with a warning to Child A. I implemented the behavior policy which stated, that every child who misbehaved would receive a warning if spoken to again their name was then written on the board under the sad face. If they were to be spoken to for the third time a tick would be marked next to their name, this would represent that the child should receive a time out to think about their actions. A fourth tick was placed if the child continued to misbehave and this indicated that the child was removed from the class and placed in the year five classroom. The classroom teacher then had to intervene and didn’t allow me to carry on with my lesson, she removed Child A from my classroom and he was placed into year five. I then began to question whether I did the right thing and if what I did was the correct way to go forward.

Feelings

Before the situation I felt happy and excited to be delivering my first lesson, I felt as though I was fulfilling my purpose. I felt taken aback and unnerved by how I should have dealt with this incident. I was also saddened and worried that I wasn’t respected as a teacher by the class, because, this incident made me feel worthless. I felt as though I had let down Child A and was embarrassed at my ability to control low-level disruption. It then left me feeling worried and distressed about my upcoming lessons and how I would cope with teaching them as I began to feel anxious and nervous about implementing the behavior policy. I felt judged by the other adults in the classroom as though I wasn’t good enough to implement the correct procedures for carrying out the behavior policy. After reflecting on the situation, it is then that I realized I could have prevented the incident from happening and decided that it was important to ensure that this incident didn’t happen again.

Evaluation

Once the incident had happened, it was important that I spoke with the class teacher and projected my thoughts about how I felt about the incident that had occurred. She assured me that everything I did was fine and gave me tips on what I could do for future practice. The negatives that came from my experience were the way the classroom teacher handled the situation, this made me feel inadequate as a teacher and led me to question why I was on the course. The positives that came from my experience were that I was able to recognize what went wrong, which then led me to think about the things I could have done differently. Here I believe I implemented TS8 to fulfill the wider world, I felt as though I took it upon myself to improve my teaching by seeking and responding to advice and feedback from colleagues. It made me realize that I am confident in what I do and the love for teaching that I have was important in completing the course. One thing that went well during my lesson was promoting a love of learning. By implementing TS4 I believe this to be very important as it keeps the child engaged and encourages them to learn. One thing that I wish I could have changed would be how I was reluctant to accept the advice and feedback from the classroom teacher. This is because I felt upset by the way she had taken over my lesson and made me feel belittled.

Conclusion

My experience could have been more positive if I had been more confident in implementing the behaviour policy. I feel as though I wasn’t given a chance to try and use their policy myself, therefore I didn’t feel as though I was a valued member of staff. Nevertheless, the situation allowed me to take a step back and realize that the class teacher was there to support me, and that building a strong relationship with her was important. Jackson (1999) states that positive relationships are key to having a successful professional placement. To conclude I realized that I needed to develop some skills to be successful in my professional development. The first skill needed to be developed is confidence, a teacher needs to be confident because this will allow lessons to be effective and minimize classroom management issues. Another skill to be developed would be effective discipline skills, this is something which needs to be worked on by myself to become a successful teacher. This is because being able to discipline effectively allows the students to behave positively.

Action Plan

To prevent the same situation from happening again in the future, I will build a strong relationship with the class teacher. This will allow me to have confidence when implementing the behaviour policy that the school has as I will not feel that I am not a valued member of staff. I will do this by talking to my class teacher more openly about my lessons, stating what went well and what I could improve on. However, if the situation was to occur again I would know the relevant steps to take to stop it from happening. Firstly, I will read the behavior policy associated with the school and write down notes on how to implement it properly. Secondly, I will use the behavior policy in a critical situation. Afterwards, I will begin with the first step which is a warning. Then, if the child continues to misbehave, I will first try and figure out what the reason for this might be, if this fails then I will follow through with the second step which is writing their name on the whiteboard under the sad face. Next, I will if the behavior isn’t rectified then I will implement the next step and a tick will be written next to their name. This indicates a time out if after time out the child is still misbehaving another tick will be placed next to the child’s name. This indicates removal from their class to a year five class. I aim to not reach the final stage of their behavior policy as I feel like this creates negativity in the child. Instead, I will create positive reinforcement and focus on positive behavior rather than negative.

When choosing the two discipline theorists and their models from this week’s readings, care was taken to ensure that they were from two different approaches in the belief that this would make them easier to contrast, discuss, and therefore, agree or disagree with. This proved not to be the case. Positive and negative aspects from both were relatively easy to identify, but separating the philosophies and levels, to choose just one model that best suited the teaching and discipline style of the author proved quite a challenge for several reasons which will be discussed later in this paper.

Haim Ginott introduces himself as “neither strict nor permissive” (Ginott H., 2012). His discipline philosophy falls under the Low Teacher Control approach. This philosophy firmly puts the students in charge of regulating their behavior and, believes that they are capable of doing so. In an old television interview, (Ginott, 2012) explains why he believes “that discipline is far more complicated” than the traditional belief that if you are either too strict or too permissive, you will ‘ruin’ the child. The author is inclined to agree with the idea that, discipline is indeed far more complicated than simply finding one idea or philosophy you agree with and using that blindly, without thought or consideration for other ideas which could be equally (or perhaps even more so) insightful.

Ginott goes on to explain that in his philosophy, he is permissive toward feelings but strict toward bad behavior. This reflects the author’s approach, whereby students are given the guideline “You will get back from me what you give to me” (behaviour-wise). If the students self-regulate well and work effectively, then more fun items such as educational games or quizzes are integrated into the lesson as a reward. However, in a raucous, undisciplined class, these simple pleasures are not offered as often as a result of this behavior, and students see a return to a stricter, more traditional book-led manner of teaching. This effectively gives the students control over the manner and style of teaching and discipline in the class.

In his book “Between Parent and Teenager,” 1972, Ginott states that ‘Rebellion follows rejection,’ and advocates the following guidelines when attempting to advocate between acceptance and approval;

• Don’t invite dependence
• Don’t hurry to correct facts.
• Don’t violate his privacy.
• Avoid clichés and preaching.
• Don’t talk in chapters.
• Don’t label him.
• Don’t use reverse psychology.
• Don’t send contradictory messages.
• Don’t futurize.

One can see signs of this rebellious behavior in many teenagers in the classroom, but perhaps if we as teachers were less quick to correct, label, preach, and manipulate with techniques such as reverse psychology, we would see fewer rebellious students and greater numbers of students who feel heard, valued and independent. However, the question of whether this is the most effective way of disciplining remains to be seen in the eyes of the author. Is it so harmful, damaging in fact to use the odd cliché or to correct a factual mistake? Or, does this depend more on how this is said or done, rather than that this ‘error’ in technique has been applied at all? Is this not what is implied by Ginott’s idea that when a teacher uses a ‘sane message’ to address the situation as opposed to the character of the student, this leads to better discipline through a series of small ‘victories’?