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Building on Success: Exploring Classroom Dynamics

Building on Success: Exploring Classroom Dynamics. Objectives:. To examine the dynamic between staff-students in a classroom setting To analyse variables that impact upon this To refine and define faculty action points To prioritise faculty action points. Introduction.

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Building on Success: Exploring Classroom Dynamics

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  1. Building on Success: Exploring Classroom Dynamics

  2. Objectives: • To examine the dynamic between staff-students in a classroom setting • To analyse variables that impact upon this • To refine and define faculty action points • To prioritise faculty action points

  3. Introduction • The relationships and interactions between staff-students and students-students all impact on the teaching and learning environment within the classroom. • These relationships are influenced by different variables e.g. - curriculum subject areas - teaching approaches and styles - composition of different class groups - time of day (previous lesson, break/lunchtime) - how people are feeling (social/emotional) - external factors (e.g. weather / media) The way in which people relate to each other and to the learning environment can be called ‘the classroom dynamic’.

  4. BFL working party member to work with another faculty. Within your faculty, choose and rotate for each activity: • a Chairperson • a Scribe • a Time-Keeper Activity 1 SWOT analysis: 20 mins Activity 2 Exploratory questions: 20 mins Activity 3 Defining action points: 15 mins Activity 4 Diamond 9 prioritising actions: 10 mins Activity 5 Questions/Evaluations: 10 mins

  5. Activity 1: SWOT Analysis 1. To examine the staff-student dynamic in a classroom setting; in terms of positive/negative relationships within your classes. As a faculty, discuss and note down : Strengths (areas in which the faculty is currently successful) Weaknesses (areas for improvement) Opportunities (areas for future development) Threats (barriers/obstacles to progress)

  6. Activity 2: a) Exploratory questions 2. To analyse variables : Focus on prevailing themes from your SWOT analysis. Use the following questions to analyse what factors may be contributing to positive or negative classroom dynamics: • What is different about the lessons that are better? • How can you explain these differences? • How do you contribute to these differences? • Is there antagonism between certain children? • Are certain times of day/week better than others?

  7. b) Adult-Child Interaction • Do you model the behaviour that you want children to develop? • Do you shout or nag? • Do you talk too much or expect children to listen for too long? • Do you teach children how to meet expectations? • Do you use adequate positive reinforcement (i.e. descriptive praise)?

  8. c) Classroom Environment • Is the physical layout of the classroom appropriate? • Is the environment as attractive and tidy as possible? • Is the corridor outside your classroom a potential hazard?

  9. d) Curriculum • Does the challenging behaviour relate to particular teaching episodes, methods or activities in the classroom? • Is the curriculum causing concern? • Are different learning styles (VAK) being addressed?

  10. Activity 3: Defining action points 3. To refine and define faculty action points Referring back to your original SWOT analysis and your findings from the exploratory questions, create a second SWOT, but now listing faculty development points using the following prompts: • Consider the strengths – what would need to happen to amplify each of these? • Consider the weaknesses – what would need to happen to improve these? • How could your faculty capitalise on the opportunities? • How could your faculty minimise the threats?

  11. Activity 4: Diamond 9 4. To prioritise faculty action points. Write each action point on a separate piece of paper. Identify each action point according to ‘do-ability’ – use the following prompts to guide your prioritising: • Is this something that just needs tweaking? • Would this involve changing a habit? • Would this involve a different way of thinking? • Would this need time? • Would this need resources? • Would this involve other people? • Would this need time to plan and develop?

  12. Example of a Diamond 9 e.g. adapting starter activity types for different times of day e.g. seating challenging students together Can do now e.g. updating displays of students’ work e.g. strategically placing staff at lesson changeover May involve time& planning e.g. use more non-verbal cues e.g. visual behaviour prompts May involve others’ help

  13. 1. Questions2. Evaluations

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