Non-physical intervention in managing behaviour
Non-physical intervention is the recognised means of managing the behaviour of children and young people within a school as a profession teacher. Where a problem with a child or young person’s behaviour becomes apparent, non-physical interventions are used.
Use of verbal directions is always preferred to physical intervention. Physical contact with a child or young person (e.g. pushing, grabbing, poking, pulling, blocking) in order to ensure they comply with Directions is not appropriate ever. Under no circumstances should staff engage in any form of conduct which might cause physical or emotional harm to children and young people.
Staff may make legitimate use of physical restraint if all non-physical interventions have been exhausted or are impossible in the circumstances and a child or young
Staff are to use physical restraint only as a last resort and not as a response to property destructions or leaving the classroom or the school (just to name a few)
What I feel comfortable using?
I would choose to direct the other children and young people to move away
from the situation, this would draw the attention away from the student and hopefully have them stop the behaviour that has coursed the other children to move away.
I would also choose to talk with the individual child or young person (asking
the child or young person to stop the behaviour, and telling the child or young person what will happen if he/she does not stop), this would allow the child to be aware of the situation and what they are coursing to again cease the behaviour. Maybe even why they are doing the behaviour in the first instance.
***This has been completed prior to starting the course in 2014. Certificate of Attainment is below.
People (use of interpersonal skills)
Think back to previous teachers who inspired and /or supported you. List some of their characteristics and behaviours. Do the same for teachers who you perceived negatively.
I want to be a teacher, so that I can influence and make a difference in student life. I want to see that smile on their face when they learn something new or achieve something they did not believe they could.
I see myself teaching them not only fact about topics but engaging them and enabling them to relate to each topic. I will show them valuable skills, teach moral and correct behaviour that will enable them success in the world, that they live and breathe.
As a teacher I need to be constantly learning and improving upon myself both as a person and as a teacher of young impressionable students. I need to be someone that students can relate to and that they feel comfortable around but at the same time have them respect mu authority as their teacher. I need to form social and professionally acceptable relationships to do this. I need to be consistent with my judgement and my marking and assessment to in-turn be fair to all students' need to be understandable. I will need to notice when something is wrong with the child, it may be out of the ordinary and have the ability to help them through it if necessary. I will need to do administration work and comply with the rules of teaching and a professional among with everyone.
I look forward to working on my skills and become a great teacher, the one my previous teachers were for me and the one I want to me. Professional Experience will help me.
Review the National Standard for Graduate Teachers to identify goals for Professional Experience 1
Ken Robinson TED Talk
Take notes on his presentation style, his story telling and his passionate commitment.
What transitions are part of your current experience as a first year teacher education student?
What personal and professional tensions do you anticipate will be part of your career as an educator?
Chapter 1 from Groundwater Smith, S., Ewing, R. & Le Cornu, R.
(2011), Teaching Challenges and Dilemmas, Cengage Learning, South Melbourne
How did the more thorough reading of the chapter impact on your initial response?
Initially, I thought that I knew the roles of a teacher and what I was getting myself into, as I progressed through it would appear I have had overlooked the complexity of a teachers role. It is not just teaching, but, much more!
How have your views changed as a result of the ideas in Chapter 1?
As a result of chapter 1, I now have even more respect for my previous teachers (even the bad ones) and the profession that is teaching/education. It would appear that teacher not only influence those who grow up and teacher them life skills to succeed but need to be aware of the different culture within their class, the needs and learning style of their students and constantly learning. Teacher is one of those profession where you are learning and dealing with something new almost every day.
Teacher also need to be aware of the choices they make in the beginning with students as there are sequences that can be making the wrong decision in the first instance can affect the rest of the resolutions. For example, do I assume the social responsibility with eh child and take an interest in the life outside of class or just be an educating.
Contrast your initial reflection (step 1 above) with your thoughts after reading the chapter.My initial response was that teacher only teaching his/her students. Whilst this was true it was not entirely true. I know realise that teacher do much more than teacher. Using there myriad skills need to be aware of each student and their individual needs. Each student is different. Teacher are constantly working our resolutions that involve the child and may affect sequence in the long run.
How does your response after reading indicate and awareness that “good teaching, well done, is hard and satisfying intellectual, emotional and physical work … (that is) also socially responsible work.”
Teachers use these skills to ensure they have maximum impact on the child education and their life. So, YES it does. I know now that teachers need to all of these dilemma in the class when working with children. There resolutions of these solution will have an impact later on in relation to their students.
Printable Document Available for Download
Rationale for Teaching
Middle schooling (grades 6-9) is a crucial time in the lives of the young people that I teach (Main & Pendergast 2017, p. 47-48), there is a lot going on at the same time as their education. Students go through a wealth of physical, psychosocial, emotional and cognitive changes (puberty), that is only matched by the development that occurs in the first two years of life (Pendergast 2017, p. 4). During this period, my students will form values and dispositions that will direct their attitudes and behaviours through to adulthood and into the future (Main & Pendergast 2017, p. 47-48).
The students that I encounter within a middle school context are complex, unique and diverse individuals, each having learning and personal needs that needs meeting. They are adolescents and are going through the journey of adolescence (Main 2017), Meaning they are still developing. Diversity in gender, culture and ability are seen and I acknowledge that this is where the one size fits all approach, does not work. I feel that using this type of approach in the classroom only leads to student disengagement. Pendergast (2017), notes that disengagement in many cases is a product of not meeting these desired learning needs. Learning needs are to be met for the students to be successful and include how they learn and learning difficulties they possess. All students have the right to success through both a meaningful and differentiated curriculum and it is my role as teacher to facilitate this to provide equity in opportunity for student success. I need to differentiate student needs to cater for all in my class (Main 2017, p.97).
When my students enter the middle school years of their education journey, there is an apparent focus on subject matter, rather than the student-learner as seen in primary school (Pendergast 2017, p. 7). The way that we expect students to learn changes and at this time there are increased expectations, new relationships and academic diversity are experienced (students at different levels of knowledge and ability in all subjects).
Middle school reform is a response to claims that the middle years of young people’s learning either slows down, stops or even seems to go backwards (termed disengagement), at a time when learning should be progressing (Stringer 1998, p. 6 as cited in Chadbourne & Pendergast 2005). The middle school reform is the transition period for young people moving from primary school to high school (Chadbourne & Pendergast 2005). This reform is necessary due to unfamiliar structure, forming new relationships, different focus of learning and unique learning needs (Chadbourne & Pendergast 2005. It seeks to address students’ learning in a way that meets their complex, unique and diverse learning and personal needs in a meaningful, relevant way. Thus, enabling students to feel safe, wanted and included in their learning environments. Motivation and engagement are important, this is why a specific meaningful curriculum presented using a middle school approach is needed to build students in preparation for success for themselves and the world.
Printable Document and Usable Presentation Available for Download
90-minute parent information session called ‘Aiding Understand’ was developed and produced. This session introduces to Made in the Image of God (MITIOG) program (the content and what is being taught) to parents who children are students in Year 8, whilst also aiding the parents understanding of core Catholic belief and theology that underpin the content of this program.
Damien Walker is currently studying a Bachelor of Education, Food and Textiles Technologies at University of South Australia. This is him engaging with readings and questions throughout his teaching journey to gain professional insight and knowledge.