October 19, 2016 11:25 am
The following reflection focuses on providing challenge based inputs that stop unwanted behaviour from emerging, so that children can be heard and progress can be assessed more effectively during the lesson.
On the 18th of October, I implemented a challenge to the children to support their learning across the curriculum. A challenge input is based on a theme or a topic, to engage children and enhance their learning. As the current topic is focused on ‘Families’, the input was linked to the Stickman story. I started the lesson by introducing the story and gave the children clear instructions to listen carefully, explaining that I would ask questions at the end. The DVD of the story engaged the children, and the use of direct questions at specific children helped to assess what information they had retained. Using direct questions proved to be more effective than open-ended questions previously used in past activities. This is due to the questions being directed to individual children rather than a group, and as a result the children did not shout out.
By giving clear instructions and using direct questions, had a positive impact on the children’s behaviour. This made me feel confident and allowed me to assess the progress for individual children and the class as a whole during the lesson. The children were encouraged to talk to their peers and listened to each other talking about their families and maintained concentration. Furthermore, to support progress, exemplifiers were made for two of the seven activities so that the children could refer to them and critique their work. This encouraged them to critique their work and reinforced independent learning. The children took themselves off to the activities that they chose and produced work that was relevant to the task, which showed that the instructions and exemplifiers during the input was delivered effectively. However, one activity was to go on a walk to find sticks and create their own Stickman for our family tree. This was heavily guided by adults and children found it difficult to attach different sticks. After reflecting on the outcomes, it was evident that a change of strategy was needed. After a discussion with my colleagues, the decision of salt dough will be used so that children can create a Stickman independently.
By analyzing todays input, direct questioning was very effective. Therefore, I shall continue to use this consistently when teaching. The children as a result was better behaved, more engaged and focused on the task. It could be suggested they were more alert due to the possibility of a question being directed at themselves. Furthermore, the children who were asked a question could express their thoughts; the other children in return learnt to listen and observed me until I chose someone else.
In conclusion, to maintain good behaviour management, I need to remain consistent in using direct questions during lessons with the whole class rather than open-ended questions. Additionally, I need to be mindful of those children who have not had a turn to answer a question, as in time they may become bored and start to show unwanted behaviour.
In the future, if children begin to shout out again when I have asked a direct question, I shall use the schools behaviour policy. From doing this the children will hopefully learn to listen to others and wait their turn to answer a question. I will continue to reflect on my behaviour management and I will implement new strategies when needed.
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