Managing and Responding to Behaviour in a Learning Environment
Managing and responding to behaviours in a learning environment
Use your experience of teaching as a source for describing a range of behaviours and analyse their impact on learners learning.
The Education and Inspections Act 2006 brought in new clear-cut legal powers for schools and for those working within them when they are dealing with the behaviour and discipline of pupils. This includes promoting good behaviour and programmes of reward and recognition, as well as dealing effectively with negative behaviour.
Teaching on the Osteopathic Medicine degree programme is often in-depth and also fast paced so my lectures need to flow well and keep all students engaged at all times. When my students are engaged all the students are motivated to learn and there is a lot of peer to peer engagement which also further reinforces the classes motivation. All the students in my class are 18+ and therefore classed as adults, in my previous assignment I described the impact of Adult learning theory on my teaching. I base my basic approach to lecturing on the 6 principles of adult learning identified by Knowles in the 1970’s: * Adults are internally motivated and self-directed * Adults bring life experiences and knowledge to learning experiences * Adults are goal oriented * Adults are relevancy oriented * Adults are practical * Adult learners like to be respected
Keeping in mind these principles and being aware of the motivating factors for my students I can endeavour to create an optimum teaching and learning environment for all of us. Good communication between teacher and students and between students means that group work flows well as instructions are well followed and easily understood. As a general rule in my experience of adult education group work has a positive effect on behaviour as it encourages peer to peer learning and allows the lecturer to allow more autonomous learning but also support if needed.
In the level of course
Use your experience of teaching as a source for describing a range of behaviours and analyse their impact on learners learning.
The Education and Inspections Act 2006 brought in new clear-cut legal powers for schools and for those working within them when they are dealing with the behaviour and discipline of pupils. This includes promoting good behaviour and programmes of reward and recognition, as well as dealing effectively with negative behaviour.
Teaching on the Osteopathic Medicine degree programme is often in-depth and also fast paced so my lectures need to flow well and keep all students engaged at all times. When my students are engaged all the students are motivated to learn and there is a lot of peer to peer engagement which also further reinforces the classes motivation. All the students in my class are 18+ and therefore classed as adults, in my previous assignment I described the impact of Adult learning theory on my teaching. I base my basic approach to lecturing on the 6 principles of adult learning identified by Knowles in the 1970’s: * Adults are internally motivated and self-directed * Adults bring life experiences and knowledge to learning experiences * Adults are goal oriented * Adults are relevancy oriented * Adults are practical * Adult learners like to be respected
Keeping in mind these principles and being aware of the motivating factors for my students I can endeavour to create an optimum teaching and learning environment for all of us. Good communication between teacher and students and between students means that group work flows well as instructions are well followed and easily understood. As a general rule in my experience of adult education group work has a positive effect on behaviour as it encourages peer to peer learning and allows the lecturer to allow more autonomous learning but also support if needed.
In the level of course
Bibliography: Burns, R. (1995). The adult learner at work. Sydney: Business and Professional Publishing. Knowles, M.S. (1990). The Adult Learner: a Neglected Species. 4th Ed. Houston: Gulf Publishing Company, Book Division Petty, Geoff. (2009) Teaching Today a practical guide. 4th Ed. Cheltenham: Nelson Thornes Ltd. Wilson, Linda. (2009) Practical Teaching a guide to PTLLS & DTLLS. Andover: Cengage Learning EMEA. Association of Teachers and Lecturers. Managing Behaviour. [Online] Available at: http://www.atl.org.uk/help-and-advice/classroom-behaviour/managing-behaviour.asp [Accessed 21/06/2010] Beginner Basics. Gagne 's Nine Events of Instruction: An Introduction. [Online] Available at: http://www.e-learningguru.com/articles/art3_3.htm [Accessed 21/06/2010] Businessballs.com. maslow 's hierarchy of needs. [Online] Available at: http://www.businessballs.com/maslow.htm [Accessed 21/06/2010] Education Information for New and Future Teachers. Classroom Management, Management of Student Conduct, Effective Praise Guidelines, and a Few Things to Know About ESOL Thrown in for Good Measure. [Online] (Updated June 24 2010) Available at: http://www.adprima.com/managing.htm [Accessed 24/06/2010]