Demonstrate knowledge of practical approaches to manage challenging behaviour.
Managing challenging behaviour is critical to having a successful learning environment. Some ways I have managed student behaviour is to have a 'time in' board, for every minute of mine the students waste, they are to stay in a minute. I have also given students playdough when they were struggling to sit still, this allows them the opportunity to fidget with something without distracting others. I also found that simply moving closer to a group of student's or placing my hand on their table made them aware that their behaviour was not appropriate and needed to stop. \
Below is an excerpt from my placement journal recalling a staff meeting I attended to deal with the problem of the student's low resilience that was effecting learning time in the classroom.
Journal Excerpt
Placement 3, week 2:
Last night at the staff meeting the principal spoke to all staff about the student's low resilience, often student's learning time was taken up as they wanted the teachers to sort out things that have happened in the yard or classroom that could easily be sorted out by the students themselves. Today my mentor teacher spoke to the students about it and demonstrated the 'catastrophe scale' to the students. It ranged from 'Ignore' to 'Tell teacher straight away'. The class discussed what behaviour of others and problems can be ignored (Other student's telling fibs about others), which can be sorted out by themselves (Student's not wanting to play with them), and which needs to be reported to a teacher immediately (Bullying, physical violence etc).
Below is an excerpt from my placement journal recalling a staff meeting I attended to deal with the problem of the student's low resilience that was effecting learning time in the classroom.
Journal Excerpt
Placement 3, week 2:
Last night at the staff meeting the principal spoke to all staff about the student's low resilience, often student's learning time was taken up as they wanted the teachers to sort out things that have happened in the yard or classroom that could easily be sorted out by the students themselves. Today my mentor teacher spoke to the students about it and demonstrated the 'catastrophe scale' to the students. It ranged from 'Ignore' to 'Tell teacher straight away'. The class discussed what behaviour of others and problems can be ignored (Other student's telling fibs about others), which can be sorted out by themselves (Student's not wanting to play with them), and which needs to be reported to a teacher immediately (Bullying, physical violence etc).