Week 21: Philosophy & Behavioural Management


Learning Objectives:
1. Define and analyse the aims of teaching and learning in a specialist area, compared to general education and teaching.
2. Recommend 2 interventions for improving classroom management.
3. Renew own targets.

We started with our homework/flipped learning task, which was to define ‘Philosophy’ and then to answer the following two questions:
How does philosophy relate to general education?
How does philosophy relate to teaching in your specialist area?

I will be honest by saying that I forgot to complete this task; however during this starter/flipped period I wrote the following:

It’s etymological breakdown, informs us that we are to ‘love Knowledge’, we seek to acquire wisdom and better our understanding of our environment. It encompasses, core values, ideas, systems of beliefs, it challenges and develops a questioning nature. McGraw comments about the two concepts where the term ‘education’ derives from:
‘Educare’ – to draw out and realise potential.
‘Educere’ – to bring up and nurture.

These two concepts should not be approached singularly, they are entwined and are holistic in their application and understanding. To draw out and realise a learners’ potential, is to perform assessment of prior learning. The examination and measurement of their overall experience, will aid in developing curricular and direction of learning.

This was concluded by the group, that defining philosophy and its place within education is quite difficult, this is due to its broad interpretation. However, its impact is to be viewed holistically, where its etymological origins are at the heart of learning. To learn and acquire knowledge and to be aware of this personal growth is what guides you; being an educator, out overall philosophical outlook is to nurture and develop.

Behaviour Management
To continue with our investigation into behaviour management, we watched the following video:

Then we paired up and discussed the following questions:
1. Description, assess what is happening?
2. Identify the possible causes.
3. What is the impact on learning?
4. Your strategy.

It was clear to the group what the overall problems and causes were; in a group we continued to discuss what out strategies would be to combat or neutralise this behaviour before it even happens, we came up with the following:

• Ensure the classroom environment is safe and structured before class.
• Meet and greet them and the door, which builds upon Maslow’s hierarchy of needs.
• Have a clear starter planned and set it on time to enforce time management.
• If any negative behaviour does occur, then approach/call the disruptive learner/s directly by name.
• Set clear rewards and consequences for behaviour.

Here are some additional strategies provided by our tutor:

• Tactical ignoring, choose your battles.
• Assume compliance, who is he boss?
• Avoid giving direct orders, think carefully about your words.
• Avoiding threats, what not to say.
• Negotiating rules, or approaching them from a different perspective.
• Demonstrating the behaviour you would like to see; Modelling.

It was asked and agreed upon by the class, that the final hour of each session be set as an open hour to conduct work, catch up and engage in tutorials. A good example of embedding Fundamental British Values, such as democracy into the class, whilst perhaps giving the class a sense of choice. During this first open hour, we all engaged in our own little tasks, typing up notes etc. I managed to get the theoretical component of UET3&4 signed off; getting closer to fast-tracking the course on time, whilst still ensuring that the quality and understanding of the work is not sacrificed. I also received some constructive feedback on how to tweak my SOW to ensure there is more awareness of the various embedded components such as employability, functional skills etc. I have taken these on board and will aim to implement them for next terms SOW.

• UET12 – Research structure/types of key qualifications in your specialist area.
• Structure a ‘Careers Event’ presentation, where you describe the available qualifications in your specialist area:
1. Overview of the qualifications in your specialist area.
2. A description of typical Teaching, Learning & Assessment strategies in your area.
3. Types of support available.

As an extra piece of work, I am to write my proposal for UV51238 – Action Research.

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