MODULE ASSESSMENT

Module Assessment: Portfolio and Commentary

Table of Contents

Introduction1

Critical Incident: Boundaries1

Discussion2

The Tripp Approaches to my incident3

Thinking strategies approach4

The Why? Challenge approach5

Personal Theory analysis approach6

The dilemma identification approach6

Part 2: Commentary7

Ghaye's approach on reflection8

Reflective thinking by Pollard9

Conclusion12

References14

Module Assessment: Portfolio and Commentary

Part 1: Portfolio

Introduction

Behaviour management in class is not as easy as it seems. The most common misconception in the minds of most teachers is that behaviour management means responding to the inappropriate behaviour. This is farther from reality. The real meaning of behaviour management is to create a class environment where positive behaviour fosters. Behaviour management should start with understanding behaviour. Teaching combines with learning, in that in the process of teacher; the teacher himself learns many things from his students. The teacher's behaviour should be that of a role model to the students. It is the responsibility of a teacher to stay particularly cautious when in class as every action taken by the teacher gets noticed by the students, and a teacher is one of the basic learning institutions for a child other than the kind's mother, siblings and others in his immediate environment.

Asserting discipline is important in that the decorum of the class should be maintained at all time. There are several incidents that happened with me during my career as a teacher. These incidents are a part of the teaching experience. They enrich your work experience as a teacher. In this essay, I will discuss one such incident that happened with me, and discuss it in the light of the four approaches by Tripp. In the second part of my assignment, I will critically analyze the quote, and also shed light on some other interesting incidents that happened with me during my teaching experience.

Critical Incident: Boundaries

I have worked hard in gaining presence in my classroom. Feedback from my mentor tells me that children do see me as a teacher because I enforce appropriate behaviour management techniques. I also follow them through.

Today, child A spent a great deal of time with me in the playground (not leaving my hand). As a result, she possibly felt that she had developed a special relationship with me.

When I was supervising an outside activity today, child A was communicating with me in a very different manner. She was displaying signs of being confrontational and slightly rude and stroppy. I had immediately recognized why this was happening. Maybe she thought she could talk to me in this manner because I had spent some time with her. This child is very bossy toward other children, and she does this very discretely.

I tried to enforce the same Behaviour Management techniques as I had done in situations as these, but it clearly was not working. I then took a step back and reflected and came to the decision that I should just leave this for the time being, and try and recover the “teacher pupil” relationship at a later stage.

Later on, I felt that I had recovered and was back ...