Reflect on the practical approaches to promoting effective

behaviour management with reference to appropriate educational

literature, reports and research.
Analyse how your future development as a classroom practitioner
will be informed by applying ideas from your reading into your
own practice

Introduction (3-4 paragraphs)

Define what behaviour for learning means to you in the light
of your experiences, of both theory and practice to date (with
some quotations)
Identify the key experiences that have shaped your thinking
Describe the school context
Are these experiences referenced in your journal?
Establish your focus for the assignment, this could be
experience/critical incident (e.g. a class/student) or a theme
(e.g. how praise is used)
Methodology
Choose a reflective model
Justify your choice with reference to reading BEN QUOTES
Explain the limitations of the model
Explain the ethical considerations of educational research and
anonymising (with references)
How are you going to analyse these experiences in order to
learn from them? What model(s) of reflection did you use,
why did you use this/these model(s)?
When you apply these methods of critical reflection what do
you learn about your practice to date? How has your practice
changed on a day-to-day basis?
Application of model (Concrete experience, reflection,
generalisation)
With reference to at least one entry in your reflective journal,
use the stages of the model to reflect on your practice
Be explicit as to how you have used the model (could use the
stages/lenses as subtitles)
Use evidence to support points (e.g. lesson observations,
journal entries, quotes, objectives, iKnowMyClass survey)
Ensure everything in your appendix has been referenced in
the text
There must be journal entries in your appendix
Analyse and critically evaluate your experiences and link this
to reading
Conclusion (action plan/application)
How will your practice change in the light of the conclusions
you have reached, having applied critical reflection to key
experiences? How will your pathway forward change? Write
an Action Plan and put it in your appendix
To what extent has the application of critical reflection (and
the particular model you chose to use) allowed you to learn

from experiences and what impact could this have on your

future practice?
See Grahams slides for Action Plan guidance.

Comprehensive observations aiming

for accuracy and breadth; these
observations are made through
specific frameworks

Dimension
1

Dimension
2

Comprehensive descriptions of what

has been observed.

Dimension
3

Making meaning of what has been

described.

NB:
L
ite
ra
tu
re

Adding depth and breadth to the

Dimension
meanings by asking questions about,
4
and relating meanings to, a spectrum
of personal and professional issues.
and critical reflection on this should be throughout the
assignment.
Does your practice support the theory? Can you develop
argumentation? What theorists disagree?
reflection-in-action vs. reflection-on-action vs. reflective
journal. (ASE guide)
Reflection is 1st three, critical reflection is all 4.

See Grahams slides for some of the main features &

evaluative points about the different reflective cycles

Literature/Appendices
The behaviour policy of the school under wardrobe [include
relevant paragraph at most]
The Ofsted report of the school online [include relevant
paragraph at most]
2 600+ word journal entries (or 3 400+ word ones) [scanned
from pdf]
Suggestions about reading for RJA1 2015 (updated 1.10.16)**
Garner P, (2013) Managing Classroom Behaviour: Adopting a Positive
Approach. This is a useful place to start your reading. The first section explains shifts
in attitudes to behaviour management/discipline, to behaviour for learning (BfL), and
changes under the coalition government. Sources cited in the chapter [1] Read:
summary, context, overview and introduction and literature synthesis
On page 166: The importance of teaching: schools white paper 2010.
(Chapter 3 is on behaviour).
[2] Read: chapter 3 (8 pages)
Have a look at the behaviour2learn website (mentioned on page 167). It replaces
the behavior4 learning website, which was phased out some time ago. (There are
other useful websites on the reading list). www.behaviour2learn.co.uk This
website replaces the B4L website. It contains some useful support materials for
trainee teachers and NQTs. It links with the Charlie Taylor document.
Also mentioned on page 167, Haydn, T (2008) Managing Pupil Behaviour,
London:Routledge . You can google a chapter called The working atmosphere in
the classroom and the right to learn, which you may find useful.
[3] Read: Chapter 1 (22 pages)
Mentioned on page 168, the DfE, 2011b document, Getting the Simple Things
Right, commonly called the Charlie Taylor checklist. (He was Michael Goves
advisor on behaviour). You could use it to audit your own practice. You might
want to think about whether you use parallel praise (bullet point 3 under
Teaching)- a common mistake made by new teachers is to focus too much on
sanctioning negative behaviour and not enough on praising positive behaviour.

Page 169 Preventing and Tackling Bullying (DfE, 2012d)

See the section called SCOPINGTHE CAUSAL FACTORS (page 173), you may find
this useful.
Page 174 Figure 3.3.2 shows the Behaviour for learning model (Source Powell and
Tod) from the 2004 EPPI report A systematic review of how theories explain
learning behaviour in school contexts. Have a look at the Summary.
[4] Read the Summary
Also mentioned on page 174, Ellis and Tod (2009) Proactive Approaches to
Behaviour Management, Routledge. You can Google a chapter called Learning
from history, which you might find useful.
[5] Read learning from history chapter
Page 183 Further reading - You may be able to access some of these books
online from the CCCU or IoE library.

Key policy documents relating to pupil behaviour

Ensuring good behaviour in schools (April 2012)

Behaviour and discipline in schools: a guide for headteachers and school staff (April
2012)
Behaviour and discipline in schools: a guide for headteachers and school staff
(February 2014) It replaces the above document. It might be interesting to see what
has changed.
Behaviour and discipline in schools: guidance for governing bodies (April 2012)
Ofsted (2014) Below the radar; low-level disruption in the countrys classrooms

Other suggestions

Hay McBer Research into Teacher Effectiveness (2000).

You might want look at 1.2.8 (Pupil Management /discipline) and 1.4. Classroom