TEDE532 Assignment 2: Reflective analysis

Behaviour Management Reflection:

Rodgers (2015) characterises some attentional and power-seeking behavioural
issues as attempts to belong, as children over-compensate for their social inferiority. Rodgers
(2015) also identifies a small percentage of behavioural issues within behavioural disorders
or social, emotional or behavioural difficulties. This behavioural management strategy can be
implemented with students who demonstrate low-level behavioural difficulties within the
learning environment, as well as students who are occasionally argumentative, distracted or
disruptive towards others (Rodgers, 2015; Ellis & Tod, 2009). The aim of the strategy is to
manage the behaviour within the learning environment, when there are constraints of time
and flow of lesson (Kecskemeti, Kaveney, Gray & Drewery, 2013).
Behavioural management strategies can support teachers in managing diversity
through monitoring and individually responding to the student within the context of the
situation (Rodgers, 2015). The non-confrontational approach to behaviour management of
low-level issues is an approach to diffuse or ease tensions and diminish the likelihood of
high-level behavioural problems (Ellis & Tod, 2009). The strategy provides opportunities for
students to take responsibility and ownership of their behaviour and acknowledges diversity
through allowing students to create their own meaning and understanding of their behaviour
(Rodgers, 2015; Jull, 2009). This strategy also encourages students development of positive
social relationships to support their inclusion within the learning environment (Jull, 2009). By
engaging in techniques that provide students with choices and take up time, the teacher is
increasing student awareness of the behaviour and how their behaviour influences and
impacts others and their relationships (Jull, 2009; Rodgers, 2006). It is through this process
of building mutual relationships that the likelihood of co-operation and positive social
behaviour is increased, consequently increasing inclusion within the learning environment
(Rodgers, 2015). In the words of Maya Angelou, "People will forget what you said. People will
forget what you did. But people will never forget how you made them feel." (Kelly, 2003, p.
263).
Rodgers (2015) highlights that this behavioural management strategy is not
appropriate for behaviour that is intentionally aggressive, incessant and/or physically,
emotionally, socially or culturally harmful for others. In this case there is a need for the highlevel behavioural issues to be addressed with an immediate time-out consequence and a
timely follow-up restorative conversation (Rodgers, 2015; 2006; Ellis & Tod, 2009). Therefore

Rodgers (2015) argues that the behavioural management strategies he recommends, should
be implemented for enduring challenging students within an individual behaviour plan, which
engages in a range of relationship building practices and responds individually to the
students situation and behavioural goals. Kecskemeti, Kaveney, Gray and Drewery (2013)
also outline the teacher-directed nature of behavioural management strategies as a
limitation. Within this strategy there is a need to control the student within the learning
environment, with little or no student input (Kecskemeti, Kaveney, Gray & Drewery, 2013).
The approach has limited reflection of action required by the student and is based on a doing
to philosophy, consequently limiting the change in behaviour (Kecskemeti, Kaveney, Gray &
Drewery, 2013).

Narrative therapy Reflection:

Narrative therapy techniques can be used as part of an individual behavioural plan for
challenging students with behavioural difficulties, as a follow up to the behavioural
management techniques discussed (Rodgers, 2015). However it can also be used with
students who are having difficulties or conflicts in their life, which are affecting their social,
intellectual, emotional or cultural well-being (Cowie, 2013; Morgan, 2000). Narrative therapy
draws parallels with restorative practice, as a counselling approach to individual based
disruptions to the learning environment (Morgan, 2000; Rodgers, 2015). The one-on-one,
problem-solving session with students is addressed with the intention of change and building
positive relationships through story telling (Cowie, 2013; Ellis & Tod, 2009).
Rodgers (2015) and Morgan (2000) recognise the aim of restorative practice is to
engage students in self-awareness of their behaviour/actions and its impact on others and
develop behavioural/action goals. This approach allows the student to be the expert in their
lives, recognising students diversity and enabling them to develop strategies and actions that
are unique to them and their situation (Cowie, 2013; Morgan, 2000). Additionally the stance
of curiosity within narrative therapy assumes diversity, where each person creates meaning
differently based on their own experiences, knowledge and understandings (Morgan, 2000).
Narrative therapy requires thought and action from the student, where the aim is to build
relationships to support inclusion (McGrath, 2002; Kecskemeti, 2013). Cremin (2013),
Drewery and Kecskemeti (2010) and McGrath (2002) argue that positive relationships, lead
to positive behaviour and consequently reduce exclusion from the learning environment.
However Drewery and Kecskemeti (2010) also argue that restorative practice is a strategy

through which to engage students in learning the curriculum key competencies, including
inclusion and relationship building (Ministry of Education, 2007).
Rodgers (2015) highlights for this strategy to be effective, the teacher must have a
positive working relationship with the student; however Drewery and Kecskemeti (2010)
argue this can be developed over time through this strategy. Ellis and Tod (2009) and Cremin
(2013) discuss that time with the student is also a limitation of this strategy, where the scope
of the conversation may be limited or untimely as teachers juggle the demands of a class.
Another limitation of narrative therapy is the need for reflection by the teacher, in order to
deconstruct the dominate ideologies associated with behavioural management (Drewery &
Kecskemeti, 2010). The teacher needs to change in order to position themselves within the
stance of curiosity, which can be a challenging skill to develop; consequently causing some
to stay within their comfort zone of their dominant discourse (Drewery & Kecskemeti, 2010).

Class Meetings Reflection:

Class meetings are a process of guiding dialogue to resolve conflict and build positive
relationship, which is integrated with restorative practice and narrative therapy (Bickmore,
2013; Cowie, 2013; Kecskemeti, Kaveney, Gray & Drewery, 2013; Rodgers, 2006). Bickmore
(2013) and Winslade and Williams (2012) discuss the use of circle dialogue as a key strategy
when addressing relationship conflict among a whole group. The conflict must be impacting
students social, intellectual, emotional or cultural well-being within the learning environment.
However, Vance (2013) and Kecskemeti, Kaveney, Gray & Drewery (2013) argue that class
meetings can also implemented to build safe and positive learning communities, as well as
engage students in "co-constructing problem-solving strategies" (p. 42).
Class meetings are designed to ensure all students can voice their concerns within a
safe and respectful learning environment. This trust is created through the use of personal
sharing or warm up activities at the beginning of the meeting (Kecskemeti, Kaveney, Gray &
Drewery, 2013). In this sense the process supports inclusion of all students through
recognition and validation of individual students voices (Kecskemeti, Kaveney, Gray &
Drewery, 2013; Rodgers, 2006). Drewery and Kecskemeti (2010) argue that people have a
right to participate in constructing their own reality and conditions, which is a fundamental
ideology of class meetings. The approach also acknowledges that different people have
different perceptions and understandings of how a class should operate and recognises that
our own assumptions may be misaligned with others (Drewery & Kecskemeti, 2010).

Therefore class meetings can be implemented with a variety of diverse students as it is the
students that reflect and create their own meaning based on personal experiences,
understandings and knowledge (Bickmore, 2013; Kecskemeti, Kaveney, Gray & Drewery,
2013). Meredith and Sellman (2013) also emphasise that it is essential the process is
adapted to remove barriers of access for students who may have difficulty communicating
their thoughts and perceptions, to ensure their inclusion in the discussion.
Limitations of the use of class meetings revolve around the time needed to
successfully deconstruct class issues and the competing demands of teachers (Du Rose &
Skinns, 2013). Du Rose and Skinns (2013) also argue that professional development in
restorative practices needs to be continuous to avoid knowledge fade and diminishing
application. Another limitation Kecskemeti, Kaveney, Gray and Drewery (2013) also note is
students initial reluctance to participate in the process, due to unfamiliarity and discomfort.
Therefore for class meetings to be successful it requires a commitment of time and effort by
teachers to break down students barriers and commitment by the students to participate
(Fisher & Frey, 2014; Kecskemeti, Kaveney, Gray & Drewery, 2013).

Overall Reflection
Behavioural Management
In reflection of my classroom management strategy role play, I feel that I used the
strategies effectively within the situation and provided examples of most strategies in
practice. During the presentation there was a heavy reliance on 'students' to provide cues for
behavioural management response, therefore because 'disruption to the learning' did not
occur I could not implement the behavioural strategies required. In reflection I failed to
correctly implement Rodgers (2015) meet, greet, seat lateness strategy, which is a process I
would like to develop further in practice. I have also attempted to apply behavioural
management strategies into my pedagogical practice, however it were not as effective as it
could be and did not achieve the result desired. Therefore, I would also like further
professional development within the skill of directed choice and deferred consequences. I will
integrate these strategies into my pedagogical practice in classroom situations where
learning is being disrupted and/or to maintain a students inclusion.

Restorative Practice

In reflection of my restorative practice role play, I feel that I did not have an adequate
grasp of how to respond to the interviewees. Despite this, I feel that I implement some
effective strategies to develop rapport with younger children, for example, use of soft toys. I
also feel I did well at summarising the interviewees stated thoughts, without leading them or
providing my opinion on the issue (Ellis & Tod, 2009). A skill I would like to develop further is
asking curious questions that help the interviewee be open to finding the underlying source
of the issue. When I have implemented this strategy in practice, I have struggled to develop
an open and mutual discussion between the student and myself. Students have tended to
reply 'I don't know' or shrug their shoulders when asked curious questions. Therefore, I feel I
need to further develop skills to build rapport with students, as well as respond appropriately
to the student. I would like to integrate narrative therapy into my practice, however
understand the limited time a teacher has to spend with a student one on one. Therefore this
strategy will be employed out of classroom time, when there is an individual specific
disruption to the student and/or others learning. I will also employ this strategy in parents
discussion of an individual's behavioural dilemmas.

Circle Pedagogy
In reflection of my circle pedagogy role play, I feel that I had a clear understanding of
the procedures and application of the circle pedagogy strategy. I felt confident in conducting
the warm up activity and facilitating the discussion despite interruptions. I feel that I was able
to manage the disruptions appropriately, ensuring every student felt their opinion was valued
in the discussion. Although I thought I had identified a discourse, I must have missed
components that characterise it as a discourse. Therefore this is an area that I would like to
develop further, in identifying the specific context that a discourse lies and how to present
this discourse strategically to students to reflect upon. I have not had a chance to apply this
strategy within the context of a classroom, therefore I would like to practice this strategy in
context to refine my skills further. I will apply this strategy within the classroom when a
disruption involves a number of students and/or it is affecting the majority of the students
and/or myself.

Conclusion
In conclusion, this essay has discussed the appropriate application of behavioural
management strategies, narrative therapy and circle pedagogy to respond to diverse

learners dilemmas and tensions. It has deliberated how each of these strategies were used
to support inclusion and manage diversity and the limitations of each strategy were also
considered. Lastly, I examined my personal achievements and areas of improvement within
each relationship practice and when and how I will apply each strategy within my
pedagogical practice.

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