‘A learning journal with a difference: the behaviour journal
supporting understanding of and increasing informed behaviour management
by trainee teachers’
Presenter: Dr. Sonia Burnard (Forest Independent Primary Collegiate)
The
Behaviour Journal has increased the calibre of classroom management
evidenced by external observations, personal reflections and trainee
outcomes. It increases deeper understanding of the way in which learning
for individuals and teaching to many is managed in classrooms. This
reflective and personal journey supported through discourse increases
teacher confidence.
Outline: Trainee teachers
have limited time in school direct and PGCE courses: good use of
learning time is imperative. The Behaviour Journal has been praised by
Ofsted and external examiners and has been considered a major tool by
the trainee teachers in their ability to manage the behaviour and
learning in their classrooms. The journal evidences the trainees’ own
development in a particular and focused manner. In the seventeen years
in which the journal has been assessed through over 600 trainees, there
have been few similarities. Each journal presents an exciting
observation of how the trainee’s behaviour and his or her perspectives
on behaviour and learning outside and inside the classroom increases
their personal ability to manage the classroom effectively and
confidently. When the management is based on clear theory, support and
practice, it creates a strong learning environment.
The
emerging deeper understanding of its use increases reflection, ability
to problem solve behavioural situations and increases relevant choices
of reading that helps to underpin their own findings. The strength of
the method is that of the continual discourse between the trainee and
behaviour consultant. How does this work? The behaviour consultant reads
carefully all the inputs every six weeks. All observations are
considered and commented on, questions are asked and possible reading
suggested. The questions asked are answered by the trainees when they
receive their journals after assessment.
Before and
during the time that trainees embark on their behaviour journal journey
they are given some basic understanding of behaviour and learning in the
classrooms and how to observe behaviour outside and inside the school.
They are also made aware of the following four ideas to consider whilst
they are reflecting and writing: the biggest reward is the adult, all
behaviour is about solving problems, the only behaviour you can control
is your own, practice should be underpinned by good theory.
These
support ten essential areas for behavioural understanding. They might
find these areas starting points for their behavioural observations. It
may be that during their journey they may agree or disagree with these.
This is the most important element of the behaviour journal: it is about
the trainees own personal behavioural journey. All elements will be
discussed and journals shared.
Session learning outcomes: A way in which to stimulate reflection and understanding of behaviour and learning for trainee teachers
Keywords:
Behaviour and learning, working journals, problems solving reflection,
learning through informed experience supportive discourse.
