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Critical Incident Analysis

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Rachel R

on 6 May 2014

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Transcript of Critical Incident Analysis

Critical Incident Analysis
Account of the Incident
Initial Responses
Issues and Dilemmas

Environment-trouble occurs when friendship groups change frequently and can occur more frequently on residential visits.
Teacher-pupil relationships
Boundaries and authority as a trainee teacher

Significance of Reflection
Green Lister and Crisp (2007)
Critical Moment
Trainees feel more confident supporting victims than working with parents or bullies directly (Nicolaides et al 2002).
Contrasting Beliefs and Values
Research shows trainee teachers understand the importance of
tackling bullying but differ on understanding in terms of what
is considered as bullying (Craig 2011).
'A process by which teachers reflect on their practice, incorporating an examination of personal beliefs, mission and identity
’. (Williams and Power 2010:15)
Professional Development
(DfE 2011, Hayes 2012)
A life-long process which can lead to a deeper understanding (Husu et al 2008)
Allows for the teacher to reflect on their whole self (Trumbull 2006)
'We do not learn from experience. We learn from reflecting on experience’ (Dewey 1938:78)
Critical Incident
Efficient and effective way of reflecting
(Dalandshire and Arens 2003)
'Very commonplace events that occur in routine professional practice' (Tripp 1993:24)
Can extend further than
classroom (Tripp 1993)

Framework for Analysis
Account of the
Highlighted Issues
Future implications for teaching
Rachel Robertson
‘It is important to consider the
motivations behind bullying
behaviour’ (DfE 2012)
'Pupils’ behaviour towards,
and respect for, other
young people and adults, and their freedom from
bullying, harassment,
and discrimination' (OFSTED 2014)
‘Teachers have statutory authority
to discipline pupils for misbehaviour
which occurs in school and, in some
circumstances, outside of school’
(DfE 2012)
The Education and Inspections
Act 2006- Section 89
-schools should prevent
all forms of bullying.

The Equality Act 2010.
Teacher beliefs reflect and relate to choice in intervention following a violent incident (Craig et al. 2000, Dake et al. 2003).
(Besag 2006 and 2012,Simmons 2002).
Educational professionals can become bystanders if they do not believe that intervention to stop bullying is their responsibility (Anderson 2011, Coloroso 2002)
Critical reflection allows teachers to question their paradigmatic
assumptions and improve their professional development (Rushton and Suter 2012).
Many teachers feel inadequate to tackle bullying and often question their own abilities (Rigby 2007).
Hobson et al (2009) acknowledge such feelings of worry
and describe the teacher training process as a 'emotional
Implications for future teaching
(Besag 2006, Boulton 1997, Craig 2011, Elliot 2011)
Through sharing such incident, I hope others have learned.
After the Incident:
Discussion with the year 6 class teacher led to a greater understanding in terms of why the children behaved in such way.
Through reflection, the critical incident has changed my perspective in terms of tackling all forms of bullying and my responsibility as a teacher.
'Develop effective professional relationships with colleagues,
knowing how
and when to draw on advice and specialist support.' (DfE 2011:13)
'Maintain good relationships with pupils,
exercise appropriate authority, and
act decisively when necessary' (DfE 2011:12).
'Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues' (DfE 2011:13)
Act upon all critical incidents where possible
in order to become a more effective practitioner.
Anderson, S. (2011) No More Bystanders= No More Bullies: Activating Action in Educational Professionals. London: SAGE Limited.

Besag, V. (2006) Understanding Girls’ Friendships, Fights and Feuds: A practical approach to girls’ bullying. Berkshire: Open University Press.

Besag, V. (2006) ‘Bullying Among Girls: Friends or Foes?’ School Psychology International, 27, pp. 535-551.

Boulton, M.J. (1997). Teachers’ views on bullying: Definitions, attitudes, and ability to cope. British Journal of Educational Psychology, 67, pp. 223-233.

Coloroso, B. (2002) The bully, the bullied and the bystander. Toronto, ON: HarperCollins.

Craig, W.M., Henderson, K., & Murphy, J. (2000). Prospective teachers’ attitudes toward bullying and victimization. School Psychology International, 21, pp. 5-21.

Craig, K., Bell, D. and Leschied, A. (2011) Pre-Service Teachers’ Knowledge and Attitudes Regarding School-Based Bullying. Canadian Journal of Education. 34 (2), pp. 21-33.

Dake, J.A., Price, J.H., Telljohann, S.K., & Funk, J.B. (2003). Teacher perceptions and practices regarding school bullying prevention. Journal of School Health, 73, pp. 347-355.

Delandshere, G., & Arens, S. A. (2003) Examining the quality of the evidence in pre-service
teacher portfolio. Journal of Teacher Education, 54(1), pp. 57–73.

Department for Education (2012) Teachers’ Standards: Statutory guidance for school leaders, school staff and governing bodies. London. DfE.

Department for Education (2012) Preventing and tackling bullying: Advice for head teachers, staff and governing bodies. London: DfE.

Department for Education (2012) Behaviour and discipline in schools: A guide for head teachers and school staff. London: DfE.

Dewey, J. (1938) Experience and education. New York: Collier Books.

Elliot, M. (2011) The Essential Guide to Tackling Bullying. Harlow: Pearson Education Limited.

Green Lister, P. and Crisp, B. (2007) ‘Critical Incident Analyses: A practice learning tool for students and practitioners’, Practice, 19 (1), pp. 47-60.

Griffin, M.L., (2003) ‘Using critical Incidents to Promote and Assess Reflective Thinking in Preservice Teachers’. Reflective Practice, 4 (2), pp. 207-220.

Hayes, D. (2012) Developing Advanced Primary Teaching Skills. Oxon: Routledge.

Hobson, A., Malderez, A. and Tracey, L. (2009) Navigating Initial Teacher Training: Becoming a Teacher. Oxon: Routledge.
Husu, J., Toom, A. and Patrikainen, S. (2008) ‘Guided reflection as a means to demonstrate and develop student teachers’ reflective competencies’, Reflective Practice, 9 (1), pp. 37-5.

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Ofsted (2014) The framework for school inspection. London: Ofsted.

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Rigby, K. (2007) Bullying in Schools and What to Do about it: Revised and Updated. Camberwell Victoria: ACER Press.
Rushton, I. and Suter, M. (2012) Reflective Practice For Teaching in Lifelong Learning. Berkshire: Open University Press.

Simmons, R. (2002) Odd girl out. Orlando: Harcourt Books.

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Trumbull, D. (2006) ‘Sharing my teaching journal with my students .In Aubusson, P. and Schuck, S. Teacher learning and development: The mirror maze. Pp.67-82. The Netherlands: Springer.

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