“Out of the mouth of babes…” Using children’s views in the preparation of training and development resources for student teachers. Dr Philip Howlett, Department of Education, FHSCE, Anglia Ruskin University Dr Debbie Holley, Centre for Excellence in Learning, Bournemouth University Dr Nick Rudman, Maylandsea Primary School

Aims of the project Develop a resource for trainee teachers, education students and newly qualified teachers Building a bridge between the real classroom and university-based reflective practice

Context of the study Behaviour management is one of the biggest concerns of trainee or newly qualified teachers (NQT) Most NQTs or recently qualified teachers get little continuing professional development (CPD) relating to behaviour management Little is heard of the ‘pupil voice’ when looking at behaviour management

The co-designed website Real life scenarios linked to interactive resources designed to prompt reflection (insert web site image and link)

The co-design workshop Consists of collecting the information generated by the participants, observing how they created their ideas about classroom behaviour, and is a feature of design based research (DBR) The participants for the workshop were 8 pupils, the 2 class teachers, and the researchers The pupils were initially asked “what bothers you the most about behaviour in the classroom?”

Initial thoughts of the children… (Steps 1 & 2)

The most common themes… (Steps 1 & 2)

The development of the scenarios… (Steps 3-8)

Scene 2: The activity starts and everyone gets into their groups. Scene 1: The teacher explains what we’re going to be doing in the lesson and giving some examples on how we could do it. Then she chooses the groups. Scene 2: The activity starts and everyone gets into their groups. Scene 3: One child is clearly not listening and is walking around, making jokes, being silly and disruptive. Scene 4: The teacher realises that he’s not been listening and tells him to go and help his group. Scene 5: The child goes back to his group and starts playing around with the equipment and damages it. Scene 6: The group gets angry and says that they will tell the teacher and then the unfocussed child calls them names like a ‘snitch’ or a ‘grass’ or whatever and that stops the group from learning because the child is being disruptive. Continues with… Scene 7: The teacher spots the boy who is making the group upset and takes him out of the class. Scene 8: The boy comes back in and apologises to his group and attempts to fix the equipment.

The final stories and filming… (Steps 9 & 10) Scenario 1 Not engaged and distracting others Scenario 2 Frustrated and angry Scenario 3 Annoying noises Scenario 4 Whispering and giggling Scenario 5 Wasted time in class Scenario 6 Giving silly answers Scenario 7 Getting away with it Scenario 8 Group chatting rather than group working Scenario 9 Falling asleep Scenario 10 The book tussle

The extra activities… The format of the videos Short activities Videos of experienced staff Links to relevant documents

Acknowledgements University Teaching Fellowship funding The staff of Maylandsea Primary School And, especially to all the children of Owl Class (2014/15)

Any questions?