Managing and Responding to Behaviour in a Learning Environment

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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 that I teach negative behaviours are often minimal and mainly revolve around students being disengaged or from instructions being unclear. This leads to individuals wandering off topic and in turn disturbing others around them and disrupting the flow of the lesson as instructions need to be repeated and students need to be re-motivated to continue their tasks. The main forms of negative behaviour that I encounter are lateness and with one particular group frequent trips to the toilet. Students arriving late disrupt the whole class as it breaks concentration and interrupts classroom dynamics as tasks need to be re-explained and the student needs to be caught up. Students that take frequent trips to the toilet also disrupt the class as not only do other students have to cover their work if we are undertaking group tasks but they may also miss valuable information. Make reference to relevant theories as well as your own observations to identify a range of factors which may influence behaviour. Robert Mills Gagné (August 21, 1916– April 28, 2002) was an American educational psychologist best known for his "Conditions of Learning”. Gagne's book, The Conditions of Learning, first published in 1965, identified the mental conditions for learning. These were based on the information processing model of the mental events that occur when adults are presented with various stimuli. Gagne created a nine-step process called the events of instruction, which correlate to and address the conditions of learning. The figure below shows these instructional events in the left column and the associated mental processes in the right column. Instructional Event | Internal Mental Process |

1. Gain attention | Stimuli activates receptors |
2. Inform learners of objectives | Creates level of expectation for learning | 3. Stimulate recall of prior learning | Retrieval and activation of short-term memory | 4. Present the content | Selective perception of content | 5. Provide...
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