Behaviour and Attendance in Initial Teacher Education

1
The Initial Teacher Training Professional
Resource Network
Behaviour and Attendance in Initial Teacher
Education Bristol Seminar Programme at UWE March
17th 2005
Professor John Dwyfor-Davies National
Co-ordinator Carolyn Bromfield Regional
Co-ordinator
Hayley White Training School Manager Brislington
Enterprise College Esther Pickup-Keller Behaviour
and Attendance Consultant
2
Research

• Discipline problems often lead to high levels of
  anxiety in trainee students (Preece 1979)
• In studies relating to teacher stress (Blase
  1986, Kyriacou 1987) pupil discipline is the
  category of pupil-stressors that is most often
  reported
• Managing inappropriate behaviour represents a
  challenge for most teachers (Travers Cooper
  1996)
• Other research (Kyriacou Stephens 1999) has
  highlighted student concerns about the
  brutalising effects of dealing with disruptive
  behaviour and the fear of becoming harsh
  disciplinarians in an effort to manage the
  situation

3
Data

• There was one lesson where I lost the group.
  They were chucking rulers around, fights were
  happening in the corners and it got to a point
  where I couldnt do any more. I thought I cant
  keep shouting, it isnt happening so whats the
  point I cant do anything so I just left them to
  it. Luckily there were only 5 more minutes of the
  lesson to go. I had tried standing on a table to
  make a presence but there was nothing I could do.
  I just carried on and helped a few individuals
  but I couldnt keep shouting as it wasnt working
  and I didnt have any other strategies.

4
What do trainees say?

• Not enough on behaviour
• Confidence via competence
• Link between theory and practice
• Modelling of behaviours
• Managing groups individuals
• Specific behaviours

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Recent Contextual Events in Behaviour and
Attendance

• 2004 Removing Barriers to Achievement
• 2004 Promoting Emotional Health Well-being
• 2004 Promoting Children and Young People's
  Participation
• 2004 Anti-Bullying Alliance / Anti-Bullying Week
• 2005 Managing Challenging Behaviour (OfSTED,
  March)
• National Strategies in Behaviour and Attendance
  (Primary Secondary)

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Off-task behaviour

• THEORY
• Behavioural
• Cognitive
• Social
• Affective

• STRATEGY
• Reward on-task behaviour
• Task analysis, differentiation, learning styles,
  thinking skills etc.
• Nurture groups, parental partnerships, support
  systems
• Self-esteem, resilience etc.

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Key principles

• A focus on the outcomes of behaviour management
  i.e. the promotion of effective learning
  behaviours
• A knowledge of the theoretical underpinnings of
  behaviour management in school contexts
• The consideration of a conceptual framework for
  learning that would allow teachers to explore and
  understand the determinants of learning behaviour
  and make sense of, and evaluate the efficacy of
  the many strategies offered during training and
  school experience.

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Conceptual framework needs to address

• Teachers choice of strategies
• Behaviour management is sometimes seen as job of
  SEN specialists
• ITE is the only opportunity for trainees to be
  exposed to training linked to NATIONAL standards
• Behaviour does not have one cause
• Many different routes to QTS so what students
  experience in relation to Behaviour Management is
  varied..

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Engagement
INCLUSION
Access
Participation
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A conceptual framework
Engagement
Family
Relationship with Self
Services
Access
 
 
Participation
Relationship with Curriculum
Relationship with Others
Learning Behaviour
Community / Culture(s)
Policies
Source Powell, S. Tod, J. Soan, S. Cornwall,
J. (2004)
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Self assessment Self esteem Creativity
Emotional literacy Personal planning Choice and
risk etc.
Buddy systems Community links Peer tutoring
PSHE/citizenship Social skills Teacher behaviour
Anti-bullying Student councils etc.
Task analysis Differentiation Thinking
skills Learning styles Investigative and
experiential approaches etc
Learning Behaviour
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The front page of the website
13
Supporting trainees in promoting behaviour for
learning in the classroom

• Hayley White
• Training School Manager
• Brislington Enterprise College
• Contact 0117 377 2055 Ext 252
• hwhite_at_because.org.uk

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The Brislington Model

• Coaching
• IBIS Training
• Action Research
• Website

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Coaching

• Mentors at Brislington act in a coaching role
  with their trainees
• Co-planning, observations and co-analysis of
  lessons leads to a constructive dialogue about
  teaching practices
• Mentor and trainee are co-learners in this
  process
• Pupil voice can also be used to transform
  practice

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IBIS Training

• Delivered at the start of each placement to
  maximise opportunities for trainees to develop
  their practice
• Mentors and University tutors are also invited so
  that a range of experience is shared and dialogue
  can occur
• Trainees are taken through proactive and reactive
  techniques and given a reflective tool to plan
  for behaviour for learning

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Action Research

• Delivered after IBIS input in placement B
• Allows trainees to focus on improving their
  practice through gathering evidence and
  reflecting on it
• Each trainee considers their values and how these
  are demonstrated in the classroom
• Where there is a shortfall between where they
  want to be and where they are is the living
  contradiction that leads to change

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Use of video

• All mentors video themselves teaching a lesson
  that has been co-planned with the trainee
• The mentor talks the trainee through the
  processes in the lesson, allowing them to see
  what usually remains hidden
• The same process is done by the trainee
• The video remains the property of the trainee and
  is only shared with the mentor

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behaviour4learning.ac.uk

• Mentors and trainees access the website and
  consider ways in which it can be used
• Trainees in the first placement complete an
  evaluation of the site
• Trainees in the second placement will be given
  the opportunity to contribute a video to the site
• Feedback from the first group of trainees showed
  that they were very positive about its clear
  links to the QTS standards

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Evaluation

• Trainees at Brislington are constantly asked to
  evaluate the quality of training provided
• Some have kindly agreed to share their views on
  tape!

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Behaviour 4 LearningA Solution Focused Approach

• Esther Pickup-Keller
• Behaviour and Attendance Consultant
• Secondary Strategy for School Improvement
• Contact 0117 3773239
• esther_pickup-keller_at_bristol-city.g
  ov.uk

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Aim

• To introduce a solution-focused approach
• To apply solution-focused thinking to teaching
  behaviour and attendance
• To identify what is working well and do more of it

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Changing problems into goals

• A solution-focused approach is based on the
  premise that problems are translated into future
  goals
• It is not productive to dwell on problems
• Have a clear view of the future without the
  problem
• The past cannot be affected but the future can be
  defined by establishing what is desired

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Goals

• Some goals are more helpful (i.e. achievable)
  than others
• The most helpful goals are
• Realistic
• Action-orientated
• Immediate
• Significant
• Empowering

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Task

• In pairs
• Decide what kind of behaviour/learning
  environment you wish to see in your classrooms
• Think of a specific example of behaviour or a
  bullying problem that you have encountered inside
  the classroom
• If the desired behaviour is 10 on the scale,
  where on the scale is your problem?

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Changing problems into goals

• Use the handout
• Scaling Changing the Learning Environment
• Work with your partner through the steps on the
  handout

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Teaching Behaviour for Learning

• The focus for turning problems into goals is to
  teach pupils behaviour for learning
• Constantly reprimanding pupils for misbehaving
  might limit poor behaviour
• Teaching behaviour and praising required
  behaviour will improve behaviour

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A Professional Resource Network
The Behaviour4Learning consortium was made up of
a number of partners, both commercial and
educational institutions working together to
assist training providers in the work they do
with trainees in the area of behaviour
management. To this end the network seeks to be
inclusive and is working with providers across
the sector. We would welcome any ideas, examples
of good practice, useful resources, relevant
reading etc. Please contact Fran
Puddick. www.behaviour4learning.ac.uk
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Contact
Fran Puddick National Administrative Officer Ada
Byron King 307Nottingham Trent
UniversityClifton CampusNottingham NG11
8NSfrances.puddick_at_ntu.ac.uk Tel. [phone]