How might low level disruption in the classroom be managed to maximise the learning opportunities for SEN students?

Action Research Project Elliot 1991 puts this as ‘the study of a social situation with the view of improving the action within it’ therefore the experience must be known to the researcher (Taber, p.107). Whitehead (1998) suggests that the importance of undertaking an action enquiry may arise from the position of identifying a need in oneself. ‘How could I improve what I am doing in my practice? ‘I’ need to move towards a circumstance in which my values are realised in my practice (Whitehead. 1998).

2 formal observations 1 filmed observation Feedback from students A primary research questionnaire provides data from teachers, surveying their experiences and perceptions

What Strategies do you use to deal with low level disruption in your classroom?

In order to address the research question I will be arranging my findings using the four hypotheses. I recognised, as a teacher, the areas that needed improvement to support and enhance my practice. This knowledge developed into four causal interconnecting assumptions. that the behaviour of the teacher influences the behaviour of students techniques of classroom management can be identified and learnt teachers must take responsibility for developing their skills effective teachers are skilled at minimising disruptive problems (Mathieson and Price. 2002).

My findings indicated that there is a need for the establishment to regularly review its policy and connecting documents. This might be best achieved by a working party, feeding back to the committee on patterns and trends in low level disruption in the educational setting. The establishment’s policy should define the identified patterns of disruption from the working party to ensure consistent application and appropriate sanctions. The aim of this recommendation is to ensure consistency in the behaviour of the teacher influences the behaviour of students.

With regards to communication between teacher and student, the findings have presented the need for practitioners to receive continuous professional development in an accredited training programme. Consistent application is required and each teacher requires feedback on their performance of dealing with behaviour management. This professional development should be tracked with informal observations from senior management ensuring direct feedback and discussion. Teachers must take responsibility for developing their skills in behaviour management to ensure that low level disruption does not impact on the effectiveness of the learning environment.

I became more effective at managing low level disruption at the end of the test period. I was more confident with the students’ actions in the classroom and they displayed more motivation to complete and begin new tasks promptly. Their levels of engagement improved and more work was being produced as a result. I felt my values were not being tested as much. I have found and experienced how my practice has made direct changes to meet my personal boundaries and expectations. This project has been a transformative journey in which my practice has improved and the learning environment has benefitted. I have been able to evidence my practice to support that techniques of classroom management can be identified and learned. I would hope to be able to further develop my knowledge and skills in this area with additional training and visits to other colleges to gain more information on how policies differ and how they support good practice.