1. Identify a range of behaviours that you have encountered when delivering learning in different learning situations. Provide an analysis of the impact of those behaviours on others and yourself, with particular reference to the impact of learning. Making reference to relevant reading, review factors which may influence the behaviours that you have identified.
I could argue that some Trainees don’t realise or know they are behaving inappropriately, and it can be a frightful shock when it is realised that the tolerance within a civilian classroom and a military classroom are vastly different and due to the army philosophy, very few Trainees continue to be disruptive. Before the military ethos is instilled, a number of different behaviours and emotions are evident, some of these are: having no interest in the subject, they don’t understand the content of the lesson, disrupting others by being argumentative or acting as the class clown, violent behaviour towards other Trainees, has learning difficulties or they could have personal problems within the barrack room or at home. Some of the issues listed are dealt with quickly and with no disruption, the problems arise when a situation is not dealt with quickly or signposted to the relevant support teams; for example, a discipline problem should be dealt with immediately and publicly, this demonstrates a zero tolerance to the other Trainees, and will in most cases, encourage those in that class not to be disruptive. If a Trainee is signposted as having learning difficulties, they can be directed to the Learning Support Officer which will ensure they are given the correct professional help in a timely fashion. The Trainees who are considered to have unacceptable behaviour or labelled disruptive, can be turned into fine students with the correct nurturing from Instructors; this could be with short sharp and appropriate discipline, an understanding of the Trainees learning needs or giving the right motivation to learning needs such as intrinsic or extrinsic motivation. Wallace (2002: 65) referred to Maslow Hierarchy of Needs, ‘as human beings our more basic needs, such as the need for comfort or for safety must be met before we can turn out attention to satisfying our higher order needs’
Not all Trainees behaviour is inappropriate at the beginning of their training; these soldiers are well organised, incredibly disciplined, they are willing to learn, enthusiastic and a good role model to the other Trainees. I have noticed that a soldier’s behaviour is incentive based; those Trainees who are within my remit will be promoted at the end of the year long course if they pass all the units, and are recommended by myself. If they have incurred any major discipline infractions or are deemed as unsuitable as a leader, they will not be promoted and will be at a loss both financially and for early further advancement within the Field Army.
2. Carry out a review of policies and procedures that apply to managing behaviours within learning situations within your own or other organisation. Provide a summary of relevant legislation that applies to managing behaviour. Making reference to legislation and reading outline ways of implementing potential improvements.
British Army Training Units have a number of strict and unwavering policies which are written by the current Commanding Officer of that particular Unit, these are setup within the establishment to deal with the behaviour of recruits within the learning environment. These policies are explained to each Trainee during the Induction Course which is held on first week within the Unit by a number of Instructors, including the Commanding Officer. They will instruct on a myriad of lesson and policies including conduct, behaviour, ethos, health and safety, welfare and discipline. Each Trainee will sign to say that they have attended all the induction lessons and that...