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Critical Incident Analysis
Transcript of Critical Incident Analysis
Account of the Incident
Issues and Dilemmas
Environment-trouble occurs when friendship groups change frequently and can occur more frequently on residential visits.
Boundaries and authority as a trainee teacher
Significance of Reflection
Green Lister and Crisp (2007)
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)
(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)
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
Future implications for teaching
‘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
and discrimination' (OFSTED 2014)
‘Teachers have statutory authority
to discipline pupils for misbehaviour
which occurs in school and, in some
circumstances, outside of school’
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,
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.
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Coloroso, B. (2002) The bully, the bullied and the bystander. Toronto, ON: HarperCollins.
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