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NW Education, Training & Development

Looking at Education today, one Perspective...

Parent Site: http://paragon.myvnc.com Paragon Publications UK

Education & Professional Development

Birmingham ICC 2001

Classroom Behaviour

Classroom Experience - Barriers

As a teacher, I joined a School within the West Midlands, establishing myself in the subject areas of IT, Business Studies, Health and Social Care with pastoral responsibilities.
During my two years, I witnessed a school behavioural turn-around when a new Headmaster joined us and witnessed a school journey from bad to good and this was through addressing the discipline within the school and full support to all teachers, full, part-time and supply.

I can say it was easier for a teacher full-time, as pupils knew that to get on the wrong side of a teacher, could have long term consequences on relationships, reputations and grades. I did take a strict approach rather than a liberal one and found I had gained more respect over the period, being seen as firm, fair and compassionate (without overdoing compassion). and emphasised 'one treat those as they wish to be treated', I would always acknowledge every pupil with 'Hello', Good Morning' etc. Something that small would go a long way to some individuals as it also acknowledged their existence within what seemed to be a large 'war zone' environment. Eventually, I was a member of staff always greeted by the pupil first.

Many pupils want to learn, and there are those that give up on their learning based mainly on their personal 'barriers'. I would always offer personal tuition to pupils, especially if difficulties were evident, even if it meant I lost personal time... This school improved and I received very good pass rates in my subjects, even was promoted during my time there. Time moves on.

Through my experiences at working within other schools within the region, I discovered; if one is on Supply, life at a 'troubled school' can be so 'soul destroying'. Pupils walking over desks, running around a classroom, totally deaf to what the teacher is asking of them. Pupils distracting whilst riffling through your briefcase and this is only a couple of examples. This has happened to me on numerous occasions throughout my career, one can be strict, one can be liberal and any other description can apply, without success. One of the main problems is that full-time teachers assume Supply teachers will get the same respect, this has proved not the case as pupils know the Supply teacher is only a temporary measure and will be gone within a week or two. For those pupils that have given up on their education, they will embrace the opportunity to use this time for blame and shame their failings on what is available and if this means a supply teacher, so be it. The classroom becomes a chaotic place and good pupils become disallusioned and disheartened very quickly.

BARRIERS TO LEARNING

There are many ways in which an individual or group can shut off in a learning situation. The following list suggest some examples:

- Shut off
- Learner not in the right mood
- Interpreting differently (Learning Styles)
- If not allowed to ask questions
- Cannot absorb, if information is delivered too fast
- Distortion - making up 'things', creativity or disruption
- Relating to other 'things', pre-conception
- Feeling on the outside....looking in
- Credibility of teacher/trainer/instructor/coach/lecturer/mentor
- Mistrust by trainer and trainees/pupils/candidates/clients
- Inattentiveness

- Boredom - Shut off - Too High Level - Too Low Level
Lack of relevance - Frustration of not understanding, repetition, tedium.

Present or leading to:

INACTIVITY OF THE MIND

Brehm (1966), when our freedom is threatened, we tend to react by reasserting our freedom which he called 'psychological reactance'.

Seligman (1975), 'Learned helplessness' can be very much related to stress

- Panic
- Self-consciousness
- Peer group pressure
- Resentment
- Not taking part (passive abuse)
- Frustration
- Physical comfort
- Time wasting...both trainer and trainee
- Not listening
- Physical and mental limitations
- Apprehension, anticipation...
- Constant oral drone
- Patronising
- The 'put down'
- Presentation of trainer and material
- Visual distraction
- Interpretation of words differing with individuals (Semantics)
- Time of day eg. Friday at 4pm
- Language barriers
- Pre-occupation
- Illness

INACTIVITY OF THE MIND

Present or leading to:

Training providers unknowingly place barriers, they have been identified as:

- Lack of publicity
- Offering support at times when candidates were unable to make use of it
- Offering support or classes which do not meet the needs of candidates
- Using methods of delivery or teaching which were inappropriate
- Physical barriers, such as lack of access for wheelchair users
- Complicated procedures for joining the course on offer
- Lack of awareness about equal opportunites
- Making a charge which people on low incomes cannot afford
- Poor location - at the back of a large building or away from public transport
- Poor or inappropriate resources
- Staff who are not trained
- Lack of facilities i.e. Refreshment, toilets..

These can or cannot be overcome based upon policies and/or lack of funding to impliment changes.

INSTITUTIONAL BARRIERS

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