Arrivals:
- 5 at 8:55am
- 3 at 9:10am
- 1 at 9:20am
As arrivals to a lesson go, I feel immensely pleased with the punctuality this morning. Small steps in the correct direction! There were 5 students at 8:55am! 5 minutes early! When I exclaimed about this they seemed to beam and said it was “due to the mood book session”. The student I required speaking to regarding her disruption and lateness was one of the first to arrive. I didn’t overreact, I just said I was really happy to see her. We did have a chat about her behaviour in class. She is going to try harder to concentrate. I know there is a complex history there so will tread gently.
For exactly 45 minutes you could have heard a pin drop in the lesson this morning. Just quiet whispers, scissors cutting, pleas for printing and requests for glue. This made me feel amazing and I was happy to work around and check ideas and provide guidance. Could it be that the strict approach may be working or was it the lure of spending time lost in a creative activity? This session put me in mind of Social Pedagogy and The Common Third (Cameron and Moss, 2011). Completing seemingly unrelated tasks together that may or may not be related to the subject. Especially not related to the subject.
One student remains an enigma behaviourally. She is persistently late as she states “I drop off my brother first and this makes me late”. I have spoken to mum in the past (not much help) and she did agree the student could make her own way to college. She refuses and gets up late. In taking this attitude she makes her friend late every time. Can deeper psychological problems negate behaviour interventions? Research required.
Action plan for 2nd April 2019:
- Consistency, consistency, consistency!
- Creativity is key. Again.
Cameron, C and Moss, P. (2011). ‘Social Pedagogy and Working with Children and Young People: Where Care and Education Meet’. London: Jessica Kingsley Publishers.
Dix, P. (2017). ‘When the Adults Change, Everything Changes’. Carmarthen: Independent Thinking Press. d
Gibbs, G. (1988) ‘Learning by Doing: A Guide to Teaching and Learning Methods’. Oxford: Further Educational Unit, Oxford Polytechnic.
Schon, DA. (1987). ‘Educating the Reflective Practitioner’. London: Temple Smith.
Schon, DA. (1991). ‘The reflective practitioner: how professionals think in action’. Aldershot: Avebury
Kill Them With Consistency 