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Critical Incident
1
Critical Incident
Chris Williams
Aim
- Look at 1 incident
- How it was dealt with
- Areas for development
The Class
- L3 Yr 1 Health and Social Care Group
- 20 students in the class
- 1 Dyslexia, 4 Mental Health Issues
- Subject is Dealing with Challenging Behaviour
Context
The Students
Relationships
The Students
- All have at least 5 GCSE's C and above.
- Majority are new students.
- The class are very animated
Rapport
Positive Learning Environment
Building Rapport
Rapport
- Building good teacher - student relationships through mutual respect.
- Ensuring the students respect the teacher for their qualities.
- Ensuring the teacher respects the students as individuals.
Respecting each individual is not the same as respect for the whole class - need to be aware or students will not feel the respect.
(Petty, 2014)
Incident
- Mobile phones
- Students asked to use phones to engage in lesson.
- Phones being used for personal rather than academic purposes.
Impact on Learning
Those using their phones
1
- Disadvantaged as not learning
Other class members
2
Impact on Learning
- Became aware and the behaviour seemed to be contagious
- Being disrupted as they were looking at the other student's phones
- Had to fill work short fall in group work
Ultimately had an impact on the whole class
Impact On Teaching
Impact on Teaching
- Frustration
- Questioning respect
- Fatigue
- Took away from the lesson
- Interrupted learning activities
- Negative impact on achieving lesson aims and objectives
Dealing with
the Issue
How Did I Deal With It
- In the first instance - Reminded students what they needed to be researching as a class.
- Further instances - Used the behaviourist approach - Ignored/montiored the behaviour (Huitt, 1996)
- Through monitoring used the approach of reminding the class of appropriate mobile phone use.
- Based on A.S Neill's (1960) theory that learners do not need to be coaxed or directed into desirable behaviour - With time, space, empowerment and personal exploration they would naturally mover towards the desirable
Did It Work
Did It Work?
Only in the short term
- Students would change their usage for the immediate task - only when class was addressed.
- Became clear very quickly that the method wouldn't work long term.
- There was no consequence
- Could be successful if used with other methods (Petty, 2014)
Future Incidents
The Future
Use a combination of methods
- Use of positive reinforcement - drawing on the Psycho-Educational Approach and Maslow's Hierachy of Needs (Egeberg, McConney and Price, 2016)
- Use of direct questioning - Would gain the attention of the student and assess learning - Ensure the students knows they need to pay attention (Simonsen et al, 2008)
- Students have completed a 1 page profile where the majority of the class highlighted phones as being important to them
Reference List
References
Petty, G. 2014. Teaching Today: A Practical Guide: Fifth Edition. Oxford: Oxford University Press.
Huitt, W. 1996. Classroom management: A behavioral approach. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved 07/03/2020, from http://www.edpsycinteractive.org/topics/manage/behmgt.html
Egeberg, H. M., McConney, A., & Price, A. 2016. Classroom Management and National Professional Standards for Teachers: A Review of the Literature on Theory and Practice. Australian Journal of TeacherEducation, 41(7).
http://dx.doi.org/10.14221/ajte.2016v41n7.1
Neill, A. S. (1960). Summerhill: A Radical Approach to Child Rearing. New York: Hart
Publishing Company.
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. and Sugai, G., 2008. Evidence-based practices in classroom management: Considerations for research to practice. Education and treatment of children, pp.351-380.