An observation was conducted on the 28th of January 2015. The observation was within the level 1 Business Administration course, with twelve students present.
The session to be delivered was an assignment workshop, based around the assignment brief of the roles of a business administrator. Learners were sitting in placing assigned within the seating plan, which was designed based upon diagnostic results and learner behaviour.
Within this session learners would be setting their own targets for work to be completed using pre-printed laminated target setting cards. The purpose of this was to empower learners to set their own targets and aims for the session, with the aim to have a sense of personal ownership, motivation and overall achievement (Schunk, 2009). The focus of the goal would be based upon completing the assignment and handing in on the deadline date.
At the end of the session the objectives written on the board were revisited and checked through to discuss progress and confirm that learning targets had been met.
Following the previous two observations I had become more relaxed and familiar with the process. I had raised personal expectations and standards to ensure that the lesson grades could be improved (Cancellieri, 2010).
Within this observation there was main incident which could have affected the overall success of the session. The incident was that the learner was not granted permission to leave the session to obtain her mobile phone from a family member at college. The purpose of this occurring was that I did not want one student to believe that they had the right or ability to disrupt the learning of others within the room (Linsin, 2013). It was to also set the standard to other learners that best practice is enforced, and to show that it would not be permitted.
This observation was of higher quality all round, as it allowed me to show myself and ability following from the first two observations which I believe did not reflect the actual ability and skills which I possess and the method by which I would normally teach (Gershon, 2013).
The previous observation had identified that classroom management required improvement. As such a seating plan based upon learner diagnostic results and behaviour characterises (appendix X) had been implemented. This was created as it is a hugely influential behaviour management tool that a teacher can use within the classroom (Beadle, 2011).
In future sessions I will aim to ensure that learners who are more likely to cause disruption are monitored more closely and are identified within lesson plans. The importance of dealing with any classroom issues, identified by (Linsin, 2011) is that no misbehaviour issues are ignored.
Following the feedback it has been noted that I should start to use more non-verbal communication methods in sessions. As identified by (Wood, 2012) it is important as it can improve the impressions made whilst developing my own confidence.
The importance of using non-vernal communication techniques is an area which I have not previously placed enough consideration into. To facilitate this l will start to develop hand gestures and eye contact which will help to improve classroom management and the delivery of instructions (Alber, 2014).
The delivery and clarification of instructions also needs to improve. Learners benefit from clear accurate instructions, and when conducting activities these can have a great influence on how successful an activity is conducted (TESOL, 2015).
The use of the individual target cards has been useful to assess the way in which learners track and complete their own work. It has provided an opportunity for personalised learning and for learners to work at their individual pace accordingly (Cheryl & Jones, 2007).
Future planning will also centre upon how to assist learners further with the resources available within the college. This will be in the form of individual assignment progress forms, to track and monitor their own progress. The benefit of these according to Brennan (2012) is that it will enable students to feel empowered by having choices of resources and methods to use to complete their own learning.
A belief is that a lack of experience of how to deal with confrontational scenarios was a factor which affected how I dealt with the situation. As identified by (Rogers, 2011) training and advice would be useful to enable me to develop further.
The planning and setting up of the room before the session is an important part of the management of the classroom (Cluff, 2006). This included the implementing of the seating plan and the preparation of the room with equipment and resources to be used. The impact of the seating plan was noted by the observer (appendix X) and as identified by (Bynam, 2013), this allows for assisting me to control what goes on within the classroom.
Within this session one learner left the room, having had discussions with me and not being allowed to leave the classroom early. During the session the reaction of the student was expected or wanted. As written by (McNeely, 2007) when confrontation occurs “…show the student how to deal with it in a dignified manner…”. The other students in the room did not react to the student leaving, continuing with their individual work.
In future sessions conducted I will ensure that any learners who may appear confrontational or disruptive are kept within lessons. The emphasis will be to ensure that students do not miss out on learning opportunities available to them.
The observation process has enabled me to view an alternative approach of how to improve the learning and development of students within my practice.
Following the completion of the observation I have created SMART targets which will be entered into the ILP as part of the practical teaching file. To summarise these are:
- Implement the use of non-verbal communication further within sessions
- Ensure resources are already in place and ready for learners to use
- Create assignment progress tracking forms for learners
- Ensure instructions provided are clear and concise