Category: Classroom

Without a doubt, classroom management is the key to success in any classroom because learning is compromised without it. It plays a part in all of the Teachers’ Standards. Classroom management is a major concern for teachers and is a challenge across all school phases. Training is very important. It involves reflecting on your own approach, trying a new approach and reviewing progress over time. In this essay, I am going to discuss various approaches to classroom management, based on what I have read and what I have observed, and discuss what I think is good practice and what is ineffective.

Classroom management ensures everything within the classroom is working as well as it can be. This includes the physical environment, interactions, relationships and pedagogy. Teachers must have high expectations so they inspire, motivate and challenge pupils and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly.

Many strategies are effective at managing behaviour. One main strategy is having clear rules and routines. It’s important to stick to basic routines that you can enforce. They remove uncertainty about school expectations, which reduces anxiety, creates a framework of social norms, and reduces the need for reflection and reinvention of what is and is not acceptable conduct.

Many scholars believe it is essential to teach learning behaviours alongside managing misbehaviour as this will reduce the need to manage misbehaviour. Teachers can support learning behaviours by ensuring pupils can access the curriculum, engage with lesson content and participate in their learning. Teachers should encourage pupils to be aware of their own behaviours because pupils who are self-aware are less likely to misbehave.

Learning behaviour is influenced by emotional, social and cognitive factors. Extrinsic motivation is useful to address some minor misbehaviours or to encourage positive behaviour. Rewards and sanctions, or strategies such as praise and criticism, can improve motivation, behaviour and learning to a certain extent. However, intrinsic motivation is crucial to improving resilience, achieving goals, and ultimately is the key determiner to success. Intrinsically motivated children perform better and are less likely to misbehave.

Carol Dweck has carried out research on the ‘growth mindset’. It suggests that intelligence is not a fixed characteristic and can be increased through effort. To encourage a growth mindset in children, teachers must praise a child’s effort, not the person, and avoid fixed mindset labelling that praises intelligence or talent.

The use of sanctions and rewards in schools is a much-debated topic. Paul Blum says that difficult schools are “inundated with punishments and sanctions, yet, there are always some pupils that need punishing”. The number of both temporary and permanent exclusions is high, along with bullying and fighting. This shows that punishment has not worked and is not an efficient method of improving difficult schools. He suggests that for every detention, bad letter home, etc., there should be at least five rewards on average. It’s important to think long and hard about the type and amount of punishments you give.

However, he also says that some sanctions are essential, but they must be practically workable. In his opinion, the more difficult the behaviour of the pupils in school, the more futile the system of constant punishments. He believes only certain types of sanctions work. They must be ‘symbolic’, make the point about who is in charge, and be easy to carry out. He also thinks they should involve regular coordination, as it is important to let pupils see teachers working as part of a team. Finally, they should be fair and not punish the whole class.

With regard to rewards, a clear system can improve pupil behaviour when used as part of a broader teacher-classroom management strategy. It can be an effective way to improve pupils’ learning behaviours. Smiley face stamps are brilliant for quick, flexible, low-level use. Reward currency such as certificates and good letters home should be part of the system. Blum concludes that prevention is more effective than cure. Reward is an effective prevention; punishment is not an effective cure.

The school I am currently assigned to reinforces positive behaviours for learning and developing relationships in schools. The staff use ‘explicit praise’, meaning they are specific about the behaviours they are acknowledging. They have various ways to reward students, such as Star of the Week (the teacher nominates a child and they receive a special certificate and are invited to the star party where they can choose a selection of rewards), or Going for Gold (this is to reward children that always try their best; pupils begin the day in the purple zone, if they consistently try their best, they are moved to the silver zone, and then they’re moved to the gold zone if this continues; each week the teacher may then choose a ‘gold zone’ child to receive a ‘Going for Gold’ sticker in a celebration assembly).

The school supports Paul Blum’s belief that good behaviour is achieved when all staff work consistently to praise and reward good behaviour and that praise is much more effective than criticism. It places huge importance on being supportive and developing a sense of community through teamwork. Their focus is on the success of children, for example, displays of work and certificates.

Scholars claim that working with parents is another promising approach to managing behaviour. This includes parents and teachers setting goals for the child, agreeing and implementing specific strategies that can be implemented at home and school to help the child’s behaviour, responding consistently to the child’s behaviour and gathering information to assess progress. This ideology is evident in the school. Expectations are communicated regularly, and all families sign a home-school agreement. The behaviour policy is easily accessible, and the school informs parents of problems related to behaviour. It also signposts places where extra help can be obtained for difficult behaviour. They also use Marvellous Me, an online behaviour system where an individual child or whole class can be awarded for their positive behaviour. The teacher sends a message directly to a child’s parents or carers so that the home/school link is built upon.

During Phase 1, I realised that a range of approaches are necessary to manage behaviour. The zoning system is effective because it encourages pupils to think about their actions during breaktime and lunchtime and why they have been removed from certain lessons. I also believe the teaching methods you use are crucial, particularly with younger children. I have found that songs and the Phonics Play website are effective methods for teaching phonics. It ensures that all children are involved and engaged. Another great way to engage younger children is by taking them outside and putting their knowledge into practice. For example, during a Year 1 Maths lesson I observed, pupils had a number between 1 and 20 written on their whiteboards. They then had to run around the playground and look for someone who had a bigger number than them and then someone who had a smaller number. Reinforcing learning is also very important. For example, when Year 1 was practising counting in twos, they said the numbers in a loud voice and a whisper, and as they were saying the numbers, they had to either jump, spin or stamp their feet. These methods kept them interested and helped them to remember the numbers.

Without a doubt, motivating every learner is important. According to Alan McLean, motivation is a new discipline. He says we need to move beyond behavioural models that control pupils through rewards and punishments to models that see pupils’ needs, goals, beliefs and feelings as the important sources of motivational power. Pupils need to feel enthused to learn when they walk into a classroom, but all pupils are motivated in different ways. Therefore, we must recognize their learning stances. As McLean says, “A motivating teacher gains influence by demonstrating an ability to adjust to the needs of pupils”. I agree with this statement. During Phase 1, I noticed differentiation was particularly important for Key Stage 2 children. During an observation of a Year 6 Read to Write lesson, the children had plans adapted to their abilities. The plans made the lesson run much more smoothly because, in the previous week, they did not have them. This led to restlessness and disinterest as the diary entry was too challenging. This leads to my next point of evaluating the impact you had on children’s learning. You do this by walking around the room and observing what the children are doing and when you mark their work at the end of the day. Whilst marking their work, you can spot where misconceptions are and adapt your next lesson accordingly.

To conclude, I agree with the statement that the classroom environment and the teacher have a tremendous impact on behaviour management and pupil progress. Throughout Phase 1, I have realised it is necessary to use a variety of approaches. Some students will also need a more tailored approach which may require reflection and adapting to the situation. Another important point is to realise that what works for one teacher might not work for another with the same pupil: it may take a while to find the right strategy, and it may help to ask a range of colleagues about their approaches. During Phase 2a, I will ensure that I will observe and seek advice from teachers in all key stages to further my repertoire of teaching styles and behaviour management approaches. When I plan my lessons, I will look at a range of resources and differentiate accordingly. I endeavour to make my lessons as enriching and interesting as possible. My work experience in school has been invaluable. As stated in the Ofsted report, my school is a “delightful place to learn, where pupils behave well and take pride in their learning”. In my opinion, for a school to succeed, it must have a vibrant and purposeful learning environment, offer extra-curricular activities, and be committed to the children’s spiritual, moral, social and cultural development.

Dance class reflection

This is the class that had me most nervous because aside from my dance experience when I was a little kid, I had no dance experience. I swim and did a little track and volleyball in high school. I had seen hip-hop, jazz, ballroom, and afro-pop/beat dance but I had never heard of the butoh dance. I took this class as an elective hoping it would enable me to be more flexible to perform some dance movements efficiently. I was also looking forward to seeing some Afrobeat/pop dance movements infused in the class.

I have learned that dance is about form, feeling and the presence of the full body, and the creation of dance comprises coordination of the elements of dance (Body, Energy, Relationship, Space, Time) and it is not just about the body moving to music. We were introduced to kinaesthetic awareness which enables a good sense of our body awareness in space and balance while dancing. We practiced dancing using all parts of our body and also, by isolating parts of our body with the bare feet fully grounded while maintaining proper body alignment.

We started most of our classes with the term M.B meaning Mind-body, minuscule big, muscle bone which was some warmup movements that helped prepare the mind and loosen the muscles for the dance activities that followed which I found helped reduce soreness because on the few days we didn’t do some warm-up I woke up sore everywhere because we dance with our whole body. M.B activities enabled us to practice levels, direction, and use of space e.g. we did a movement of Rolling to the floor one vertebra at a time while maintaining alignment at the end of the movement (dynamic alignment), We also used imagery to perceive movement by throwing imaginary objects to our partners e.g. beach ball, butterfly, feather. We also explored with Emotions, feelings, and Sensations of M.B. in our body with music and I was able to feel the music in specific parts of my body, The type of music also changed the feelings I felt and how my body responded.

We did an activity of individuals rolling to the floor in groups of five in different groups, shapes, and durations to Phillip’s glass music. Watching other classmates perform the movement of rolling to the ground with music enabled me to experience Kinesthetic empathy and imagery to perceive movement because I could see different patterns formed e.g., dots, and leaves falling.

We also did some mirror work by using our peripheral vision to imitate the body movements of our partner. We also practiced kinaesthetic awareness by blind walking to see how we responded to energy. We also did a long movement practice and scanned the sensation in our body by lying down maintaining proper body alignment and reimagining the movements we did, which was a very relaxing and different experience.

We practiced moving from feeling and quality. We used water in our imagination, and I was able to experience different sensations in my movements. The mist enabled soft and light movements, while the waterfall felt very heavy like water touching my body, and the sun gave a more colorful, bold, warm feel.

Watched videos of dancers which enabled me to experience kinesthetic empathy, it felt like I was participating in the movements I observed. Also, I was able to see the ideas we learned in class being put into practice in their dance e.g. how the dancers used levels, isolation of body parts and exploring, and the use of space.

Working on the choreography of the final group performance enabled me to explore and practice all we had been taught in class to use my feelings to create dance and not the idea of what I think or believe in dance. Which is feeling the movement, dancing from imagery to have a solid, well-defined balance and transitions in the movement quality, moving with the whole body, playing with timing, and creating moments.

By using all elements of dance: Body- using clear, precise, full-body presence in our movements. Energy: We used qualities from wind, and water imagery to implement stillness, flowing, sharpness, and softness to develop our movements. Relationship- We implemented unison, contrast, solo, meeting, and parting. Space- We made use of the whole stage, with different routes, directions, and levels used. Time- In our dance, we moved our body in measured beats and music and we also moved with breath, we created movements in varying tempos.

I really enjoyed taking this class and the dances overall were fun, it has enhanced my ability to tune my sensitivity to my physical presence and enhanced my awareness of my body and space. And most of all using sensations from music, feelings, and imagery to create movements has really enhanced my creativity. I am also glad this class enhanced my flexibility to perform some dance movements more efficiently and seeing all the group performances I saw some hip-hop dance movements infused into the dance. Kinaesthetic awareness and the ability to maintain proper body alignment are the most important dance skills I learned from taking this class which I have transferred a good sense of our body awareness in space into my daily life.

Our environment speaks to us. The space we live and work in has vibes that affect our functioning as individuals. “Buildings are not simply visual objects. Buildings speak – and on topics which can readily be discerned. They speak of democracy or aristocracy, openness or arrogance, welcome or threat, a sympathy for the future or harkening of the past” (De Botton 2006, as cited in, The semiotics of entering: beauty, empathy and belonging in Reggio Emilia, pp. 208-209).

Children learn from their interaction with their environment and the people that surround them. They need trusting and warm relationships in an atmosphere that is safe, nurturing, predictable, and stimulating in order for them to prosper (Hodgeman, 2011).

A study conducted by University of Salford, Manchester professors, in 2015, called the HEAD (Holistic Evidence and Design) project – ‘Clever Classrooms’, argues that well-designed classrooms and environmental elements can boost the learning process among primary school children by up to 16% (Barrett et al., 2015).

As per this study, classrooms play a significant role in children’s education as they are the principal learning spaces in a school. There is a greater focus today on making classrooms pupil-focused rather than teacher-focused.

The study highlighted in great detail, the three design principles that need to be considered while designing learning spaces/classrooms in primary and secondary schools (HEAD-Project -The impact of classroom design on pupils’ learning: Final results of holistic, multi-level analysis, 2015). These principles are:

1. Naturalness – Includes environmental parameters such as air, light, temperature, sound, air quality and links to nature;
2. Individualization – The degree to which the classroom elements cater to the needs of a child/group of children. For example, versatile seating, mobile furniture, and breakout zones can positively impact learning.
3. Stimulation (appropriate level): Includes parameters of color and complexity of different elements in the room which can make the learning environment from coherent and structured to chaotic, depending on how they are used. For example, classroom walls displaying students’ work or those that display concepts being studied stimulate greater engagement;

In Australia, the National Quality Standard, established in 2012, (Department of Education, Skills and Employment) is a key aspect of the National Quality Framework (ACEQUA, 2011). It recognizes that children learn from birth. The 2 important features of the National Quality Framework are:

Belonging, Being & Becoming: The Early Years Learning Framework for Australia (EYLF) – it guides educators in developing quality learning programs for children from birth to 5 years, including their transition to school.

My Time, our Place: Framework for School Age Care in Australia (FASC) – extends the principles and practices to accommodate the learning environment and contexts of children who attend school-age care settings.

These frameworks outline practices to support and promote children’s learning. Both these frameworks place a great deal of emphasis on the environment that children interact and develop in and list it as one of the key practices in the EYLF and FASC (National Quality Framework for Early Childhood Education and Care – www.acecqa.gov.au)The indoor and outdoor spaces of children must provide them a sense of belonging, emotional security, safe risk-taking opportunities, stimulating resources and materials which are inclusive, displays that cater to children’s needs, experiences that promote children’s needs and abilities.

Physical layout and elements of classroom design:

Below is a Primary classroom setup that I have designed, mainly for children in the age group 6-7 years (Grades 1-2). The reasoning and rationale behind organizing my classroom in this manner are described below, after the images.

(Please note: the height of chairs and desks, other furniture and wall graphics, etc. are for demonstration purposes only. Classroom furniture for primary students needs to match their ergonomics.)

Desks

The desks have been arranged in groups of four. This is conducive to collaborative learning and small group discussion. It also gives students their own personal space and a buddy. The group of children can be mixed and rearranged every few weeks so that they interact with all the children in the class.

The rectangular shape gives kids enough space to work individually as well as in groups. The table setup is convenient for various craft and art activities. None of the desks have students’ backs to the front easel and teacher’s desk. There is a good flow of space in the room for the teacher and her aide to move around and take a seat at any of the tables, to assist children whenever needed.

The center space between the desks can be used for “mat time” and can double up as a space for putting art/craft trollies/mobile furniture and other resources or group sessions or having an extra desk on occasion.

There is also sufficient space around the desks so they can be moved easily on various days when there is a whole class discussion.

Floor area

There are mats on the floor with enough space for mat time learning, reading, etc. There is enough space in front of the teacher’s desk for children to come up to the front of the desk to present/ perform in front of the whole class. It also provides a good space for guest speakers to come in with props and for incursions. The floor in the class is fully carpeted to provide comfort. The overall design aids a good flow of traffic in the room.

Teacher’s desk

This is positioned at the front of the class, in the middle so that the teacher can easily monitor all children and also have a view of anyone approaching from outside. It gives the teacher a good spot to monitor all the children aids in keeping misbehavior and distractions to a minimum and encourages students to remain on task.

Shelves/Cabinets/Lockers

The various shelves/cabinets and lockers have been aligned to the wall to conserve and open up usable space to the maximum. It also keeps the space clean and clutter-free. They provide easy access to resources and their placement aids a good flow of traffic. I would label the shelves to organize books by genre. There would also be toys and objects displayed on the shelves that the children could use during break time or for their learning.

Bulletins, whiteboards, easel, and projector/TV/sound system

The bulletin boards are displayed on the walls. They can display themes of units being taught and other support material. They can also function as advertisements for important events/themes in the class, for example: any picnic, incursion, excursion, or cultural event planned.

The 3 white boards along the blue wall could be used by kids to write ideas, and concepts or draw pictures or engage in some fun activities. The easel, projector, TV, and sound systems are different media that could be used by the teacher to aid her teaching.

Plants, bean bags, trash bins

Indoors, there are a few real plants that brighten the space and also add life to it. They allow children to experience nature and how it works. It can encourage their observation skills and interaction with nature. It also allows for some critical thinking regarding how plants grow and how to care for them.

There are recycling and wet trash bins in the classroom which would inculcate in children a sense of cleanliness, separating waste and keeping their surroundings tidy.

Practicing these small habits within the classroom helps inculcate in children a sense of respect for their environment and helps them learn about bigger ideas such as environmental sustainability.

Walls

Classroom walls are mainly done in pastel shades to make the room feel very welcoming. The walls are also used to display children’s creations, different themes and concepts being learned, school values and putting up pictures of historical/ inspirational personalities, local communities and their artwork, news, and stories from around the world, etc.

Recreation/ breakout/ outdoor space

There is a recreation/breakout/outdoor space outside but attached to the classroom which could be used by students when they wish to have a break from the routine or sometimes when the teacher wishes to separate a child from the rest of the class if he constantly displays challenging behavior. It can also be used in break times. The recreation room features a little reading and art/craft/play corner with a whiteboard (on the left) and another corner for some indoor sports like basketball and wall darts. There is also an adjacent natural play area where children can have more physical play. There is also a vegetable garden where children can grow their own vegetables and plants. They can relax around on the natural benches or engage in a lot of natural play.

In addition to using these spaces for recreation, they could also be used to remove a distracted child from the classroom and give him some time to get involved in an activity that he likes. It can act as a vehicle to engage the child back into the classroom activity. It would also help to keep the flow of the rest of the class going.

Rationale and theory supporting the class design and personal view of behavior guidance:

The above class is designed to provide children with a rich, varied, and welcoming environment. When children are engaged, they learn better. Therefore, it is vital that educators create a classroom environment, both physical and otherwise to rope in children’s interest. While many factors such as the curriculum, pedagogy, and a child’s own sociocultural background influence learning, the physical environment does seem to have an important correlation with student engagement, learning, and well-being (Gross P. & Sonnemann, J., 2017).

A varied and stimulating environment supports children’s learning. Spaces that promote a secure learning environment give the child the confidence to explore their surrounding indoor and outdoor spaces (Hodgeman, 2011). Scientific research in recent decades has highlighted a significant relationship between a classroom’s physical layout and environment and students’ learning outcomes and achievement. A building’s structural infrastructure and facilities influence student learning. Lack of appropriate and adequate lighting, poor air quality and temperature control, and noise interference are linked to low student achievement. Additionally, a classroom’s symbolic environment which includes its decor and objects used in the class influences learning (Cheryan et al., 2014).

Structural factors:

Lighting, air quality & temperature: Classrooms that are exposed to plenty of natural light promote better performance among students than those who are exposed to less natural light. Poor air quality and unsuitable classroom temperatures negatively impact teacher’s ability to teach well and increase student absenteeism (Tanner, 2008).

Acoustics and Accessibility: A high amount of external noise interferes with engaged learning and student achievement (Klatte et al., 2013). Accessibility to resources like certain classroom furniture is extremely crucial, especially for children with disabilities. The absence of certain assistive technologies or other structural barriers obstructs accessibility and restricts their ability to partake in classroom activities (Hemmingson & Borell, 2002).

Symbolic environment factors:

Classroom layout: The classroom’s layout and how the furniture is laid out in the class can influence the way children learn. Classrooms that are very cluttered and not well-planned or have linear seating arrangements that prevent group discussions and collaborative interactions can significantly impact student and teacher communication (Cheryan et al., 2014).

Decor and classroom objects:

The decor of a class, for example, materials displayed, the manner in which walls are used, mats on the floor, plants, etc. give a certain feel and vibe to a class. While creating the decor, teachers must keep in mind that it is not over stimulating which creates visual distractions. Care should also be taken to make sure that objects and materials displayed do not acknowledge only a certain section of students. Minority or socially underrepresented groups must not feel excluded (Fisher et al., 2014).

In fact, the class decor must be used to welcome the underrepresented groups and also not have negative effects on the majority groups. Local and native arts and stories could be promoted in the themes displayed in the class.

Furniture and equipment within classroom facilities need to be adapted in a manner such that it ensures access and participation by every child in the class and allows flexible use and interaction between indoor and outdoor spaces. The environment needs to be inclusive, promoting competence, independent exploration, and learning through play. Children need to be supported to become environmentally responsible and show respect for the environment. (Guide to the National Quality Standard, ACECQA).

Children with disabilities must be supported by providing appropriate aides where needed. Adequate structural quality is of prime importance for children with disabilities. For example, excessive external noise can impede learning for children with hearing disabilities.

Other studies have emphasized the significance of the relationship between the classroom environment, student behavior, and academic engagement (Visser, 2001). A well-designed classroom allows positive interactions between teachers and children, reducing the occurrence of challenging behavior (Martella, Nelson & Marchand-Martella, 2003). Disruptive behavior like talking back, getting out of seat, and speaking without permission often interferes with students’ engagement in the learning process (Public Agenda, 2004). Class environment may act as a direct intervention for children who demonstrate ongoing disruptive behavior (Conroy, Davis, Fox & Brown, 2002). Environmental structures are a preventive, whole-class approach that may decrease challenging behaviors and allow children with no problem behavior to access learning without interruption.

A teacher’s personal set of beliefs about children and how they develop largely determines how she interacts with her students. Educators’ perspectives and approaches will vary as per the theoretical lens through which they view their pupils and where along the ‘control continuum’ they sit (Erden& Wolfgang, 2004).

The non-interventionist approach assumes that a child has an inner drive that expresses itself in the real world and that children should be allowed the freedom to express themselves. They need to be shown empathy and acceptance. Interventionists are the most controlling and believe that the external environment shapes an individual’s behavior and hence the use of reward and punishment is encouraged. A more recent conceptual analysis groups discipline theories on a similar continuum from autocratic to authoritative and mixed to egalitarian (Porter, 2007).

Between the two extremes, lies the interactionalist approach which focuses on the interaction between an individual and his environment. An interactionalist teacher works with students in a manner that ensures learning while maintaining a good two-way student-teacher relationship while respecting a child’s dignity.

Louise Porter’s approach to behavior guidance suggests that both rewards and punishments are attempts to make children behave in a certain manner and control them. This adversely affects their self-esteem. Giving children information rather than judgment keeps their self-esteem intact by encouraging their self-concept. It also teaches them how to behave considerately by observing how their behavior impacts others. Considerable research suggests that this style of behavior guidance produces more cooperative, self-controlled, self-confident, social, and independent children.

I, as a teacher, too would focus on creating a classroom environment that is welcoming and inclusive to create a sense of belonging among children. Mutual respect encourages children to ask questions and feel welcomed in the class (Bucholz & Sheffler, 2009). Simple routines such as smiling at children, using positive gestures, and exchanging pleasantries make children feel safe and secure (McDonald, 2019). Another way to build a secure classroom atmosphere is to have a classroom routine or tradition. For example, having children recite a morning pledge that highlights school values and acknowledges the traditional owners of the land. I would also encourage classroom meetings in groups to allow children to express their ideas and concerns in a relaxed manner. Planning my lessons in advance to offer challenging tasks would also help them keep engaged.

An inclusive approach that aims at redirection rather than sanctions would be my way of guiding behavior; giving children more autonomy and a sense of control. I would focus on offering children a basket of choices to help them reach an agreed-upon instructional goal. My aim in guiding a student’s behavior would be to help the student develop their social and self-regulation skills so that they are able to identify challenges and solve problems.

When I first started this English class, I was not sure how well I would do. When I met my professor, Rebecca Samberg, I gained more confidence because she explained the materials in such a way that helped stimulate my interest. I feared I would struggle through the course but being under the supervision of professor Samberg, it got easier for me.

Aiming for a grade A average, I doubted myself when our professor asked us to write an essay supporting or disclaiming the “uptick in civic action impact on our country”. Although this was not a graded piece, I was nervous about what the outcome of this course might be. With this, I have learned about the steps to take when writing an essay which made it easier for me to follow when doing my assignments.

For the first writing assignment, “Personal Reflection on Belief Narrative”, I found it to be easy, or rather, I got complacent with it. By writing that essay, I had no doubt that I wouldn’t get a good grade. After my teacher reviewed it and graded it as an initial draft, it was a wake-up call for me. English is more than just putting my thoughts together on a piece of paper. Articulating my sentences, and using proper punctuation and grammar is imperative.

The biggest challenge for me as a writer is figuring out how to write a rhetorical analysis. This was evident in the third writing assignment. I chose the poem “Annabel Lee” by Edgar Allen Poe, to analyze and even though it was an intermediate draft, I struggled with getting the main concepts together. I went from rhetorical analysis to literary analysis while I was doing the essay. Evaluating the text seemed harder than it should have been because I merely restated what the text already said rather than going into detail about how the writing itself conveyed the poem’s ideas. I placed too much pressure on myself to explain how the text had an influence on readers.

Another challenge I face is transitioning. In the second writing assignment about a profile of my sister, getting my sentences to flow and give them a mutual connection so it to not confuse my readers was a bit of a struggle. I lacked the confidence in what would make a good transitional word or sentence that would carry through my idea from the previous paragraph. Working on my transitioning skills will now be my key focus while I move on to more advanced classes in my major. This will help my readers to interpret my ideas and it will effectively carry my thoughts from one sentence to another.

In order to overcome the challenges of writing, I brainstormed ideas in order to get the creative juices flowing. I pick the ideas that best suit my essay and work from there to refine them. I admittedly also ask my boyfriend for help at times to bounce ideas off and see what sticks. I also dedicate more time to English by removing all distractions and sitting in a quiet room to help narrow my focus. I also put more effort into working on rough drafts and focusing less on getting them correct the first time. This frees up any tension I feel as well as lets my ideas flow without the worry of messing up. By doing so, rough drafts helped me to narrow my ideas down on what works and what doesn’t. I also structured my work time with breaks in between to give my thoughts some time to settle and to also reflect.

In addition to the challenges I encountered, I started to focus on my grammar and spelling to improve my writing. During my English class, I was required to read more and that opened my eyes to learn more about the fundamentals of writing which helped me communicate to my audience through my essays. English class has sharpened my writing skills and it made me more confident as a writer.

Writing essays 2, 3, and 4 is a testament to the fact that not only have I grown in writing but that I have applied what I learned to produce writings that are all about what I genuinely think and feel. My writing is more mature than before and even though I have not yet fully overcome the rhetorical analysis struggle, my writing skills are now refined because through practicing, I learned self-assessment was the key for me to knowing where to begin

As such, when I am no longer in class I will dedicate a clear space and time to help improve my writing skills as well as practicing how to write a personal paper and writing down my goals and objectives will help me succeed. I will set aside time to write and review my drafts which will help me to expand my vocabulary. This will help me to get prepared to write several drafts as the first draft will not be perfect but like they always say, practice makes perfect.

Writing tools are essential to learning and I have learned to express myself on the paper I am writing. Being clear, concise, and analyzing drafts during class gave me the desire and confidence to excel in my future endeavors of writing. Constructing my sentences carefully, using proper grammar, and reading more will also give a fluent message my audience can fully understand.

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’?