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Both classes had a few students capable of poor behaviour, however there was one
standout in each class. In class 8b a boy by the name of Ali proved to be a handful on
a number of occasions. Whilst observing in my first week he managed to be sent to
the door in both classes. He was largely incapable of doing work for any reasonable
amount of time and was very disruptive to those around him and often ignored the
teachers instruction. And as every student had a laptop in the class, he would often be
caught playing games on it rather than doing the class activity both Ida and I would
implement in that particular class. Before commencing my first teaching class Ida
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In 8E, my other health class, again one student stood out to the rest. His name was
Elijah. Ida told me of his situation early and his issues often explained some of his
poor behaviour. Elijah had been diagnosed with ADHD (Attention Deficit
Hyperactive Disorder) and was on medication he took at school each day. His
behaviour fluctuated a lot between classes and often with the flick of a switch. One
minute hed be fine, the next hed disrupt other classmates and be unresponsive to any
instructions.
Research Plan
Ali and Elijah were well behind the rest of their respective classes in regards to the
work they had completed. I had to come up with a plan that needed to not only curb
their disruptive behaviour, but also increased their output in producing quality work.
Prior to the first class I took I spoke to my mentor Ida and discussed implementing
more group work activities in an attempt to get Ali and Elijah among other students
working together and therefore allowing less time for them to be distracted. It also
suited the sex-ed curriculum that I was set to deliver as one of the resource books I
was given had a range of group activities I could employ. Vygotsky (1978, p.79)
believes that we learn through our interactions and communications with others
around us and that the social environment influences the learning process. Even
though I implemented the same group activities for both classes, I still made sure I
still personalised each activity for both classes to make sure it had a positive impacts
for the class dynamics.
Differentiating instruction was important when dealing with each student. Hall (2002)
Defines it as recognising students varying background knowledge, readiness,
language, preferences in learning, interests, and to react responsively. Differentiated
instruction is a process to approach teaching and learning for students of differing
abilities in the same class. The intent of differentiating instruction is to maximize each
students growth and individual success by meeting each student where he or she is,
and assisting in the learning process. After taking over class 8E, I was prepared to
deal with Elijah head on early. I had planned to deal with him in a similar fashion to
Ali in permanently moving him away from the group of boys he usually sat with.
Elijah proved to be a much more unique case though. His behaviour was much more
erratic and was much harder to handle at times. In the second class I took, he was not
Conclusion
At the completion of my four-week block I was pleasantly surprised with the
improvements in behaviour of both Ali and Elijah. It is worth mentioning that there is
still a long way to go for them and myself in appropriately handling these types of
situations moving forward. Ive learnt from this that each scenario needs to be
personalised on a case-by-case basis. The methods used to improve the behaviour of
one student may not be the same requires for another student. The action I took in
dealing with them in regards to my classroom management plan falls under the
following AITSL standards:
Reference List
Australian Institute of Teaching and Leadership, Standards, viewed
6th August 2015.
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