In light of my School Experience (SE), I will be analysing, discussing and evaluating an aspect of classroom practice. The practice that I have chosen is ‘Behaviour Management’. Behaviour management plays a key role within the classroom and there are a number of techniques used by teachers on a day to day basis. I will look at these techniques in detail, analysing and evaluating them with the work of behaviour management authors and also taking into account my SE observations.
During my SE I was put into a Year 6 Class. Throughout the week the class was taught by 2 teachers who job shared. One was teacher was more vocal (Mrs. B), while the other used a lot more non-verbal cues/signals (Mrs. W).During my time at the school I was able to observe how the children reacted to the different style of behaviour management techniques used by each teacher. With the topic of behaviour management being so widespread, the scope of my written piece will actually be on the use of non-verbal gestures and the use of the voice, as I came across them on a daily basis.
Right the way through my SE, I saw the use of non-verbal gestures/communication being put into practice during lessons. The use of non-verbal instructions and signalled reminders can be highly effective in managing student behaviour. The non-verbal gestures can be used to gain silence, attention and also give out instructions. For example, when the Year 6 Class had finished an activity and needed to tidy up, the teacher (Mrs. W) gained their attention by raising her hand in the air. Within seconds the whole class knew they had be silent and put their own hand up to show they were ready and paying attention. Mrs W made sure that she remained silent and kept her hand in the air until everyone was ready and used eye contact/glare of the eyes for those who were taking their time or not paying attention. In an article written by Wagaman, J. (2008) it states:’ non-verbal techniques can help teachers gain control quickly and maintain control so that the focus of the classroom can be on learning instead of discipline’ the way the teacher uses non-verbal gestures in this instance really backed up by the article, as Mrs. W gains quick control of the class with the raising of the hand and utilises eye contact by glaring at students, which helps maintain the control. The glare or warning look at a student is really effective as its show the teachers intentions to the individual without disrupting the whole class, therefore keeping the focus on learning rather than discipline.
In Bill Rogers book he describes that the use of non-verbal gestures as ‘a positive form of communication....without intrusive fuss.’ (Rogers, 2007), during my SE observations I can see how this is defined, as Mrs. W used gestures such as putting her finger to her lips for silence, nodding her head for disapproval and a warning look for attention. These gesture are effective as she gets what she wants, whether it be silence or for the...