Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.639791
Title: A reflective account of my professional learning as an NQT using a solution-focused method to encourage behaviour management
Author: Henderson, Jill Isobel
ISNI:       0000 0004 5365 3734
Awarding Body: University of Newcastle Upon Tyne
Current Institution: University of Newcastle upon Tyne
Date of Award: 2014
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Abstract:
This research investigates how the use of Solution Oriented Schools processes can have an impact on behaviour management and relationships between teachers and pupils in secondary schools. This qualitative research focuses upon the sensitive issue of poor classroom behaviour and the pressure on teachers to manage it, at a time when unacceptable behaviour is deemed to increasing both in and out of school. Solution Oriented Therapy takes a holistic view of behaviour, so this research seeks to get a range of perspectives, beginning with listening to how pupils regard this approach. Their experiences, explored through Focus Group interviews and structured tasks, are set alongside the views of SOS trained teachers in telephone interviews, face to face interviews with teachers in the school where the research took place and the experiences of the author, an SOS‐ trained practitioner and recently qualified teacher, gathered through a research journal. Key findings from this research are the impact that the processes of SOS can have on the development and enrichment of teacher – pupil relationships. From this, effective contracts can be made between teachers and pupils that lead to more effective behaviour management strategies and, over time, the motivation of students to behave well and the empowerment of students to manage their own behaviour are increased. The implications of this work, that teachers themselves can improve behaviour by recognising that their personality directly affects their style of classroom management, which in turn effects how much power/control pupils are given over their own learning and self‐management. Thus a teacher who views herself as a facilitator will be flexible and relational, using different techniques to help pupils control their own behaviour; she will endeavour to enable pupils to work collaboratively and actively seek the pupil voice, and then include ideas from the pupils in the strategies for behaviour and learning.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.639791  DOI: Not available
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