Bibliography for Investigation

https://www.theguardian.com/society/joepublic/2010/feb/09/pupil-behaviour-management-tips

(read 14/01/2019)

This articles goes through ten behavioural management tips. It shares a variety of advice on how to not only discipline children, but build a relationship  with the children and help prevent this behaviour. In my opinion, it’s a successful article in understanding what you should do in different situations, looks at the long run and goes into language and the impact of altering sentences/requests to be more effective. However, doesn’t draw on other teacher’s experiences or managing individuals that may be more ‘tricky’.

https://victorianchildren.org/victorian-schools/

It’s a good source and draws on more than one source itself to produce a number of facts and features of Victorian schooling.

(read 14/01/2019)

https://www.theguardian.com/teacher-network/2012/sep/06/solution-based-approach-behaviour-management-schools

(read 16/01/2019)

This article shares a story about a child that was particularly hard to manage. It shows that class management sometimes requires a different approach for different children as all needs are different – importance of inclusivity in today’s society which links to cultural factors- increasing diversity.

https://www.unicef.org.uk/what-we-do/un-convention-child-rights/

(read 16/01/2019)

Lists all the rights of the child in the UN.

https://teacherhead.com/2013/01/06/behaviour-management-a-bill-rogers-top-10/

(read 16/01/2019)

An insight of different ways to manage a classroom. It’s a good source as it covers language and how to use it effectively in a classroom.

e.g Using Positive Language  Instead of “will you stop talking’ you say “I’d like everyone listening, please”.  Instead of “John, stop turning around and distracting Mike” you say “John, I’d like you facing this way and getting on with your work”

It also addresses power, and the possible abuse of it, when classifying different types of teachers.

Language and Power by Norman Fairclough (pages 34-35, 134-136)

Fairclough argues that power relations aren’t reducible to class relations but acknowledges power between women and men, ethnic groupings and age. He brings a new perspective to power relations as stating that they’re always relations of struggle, the process where social groupings with different interests engage with one another. It happens among gender, age and dominating and dominated groups. Class struggle is the most fundamental form as it’s inevitable to happen in a society where it depends on the exploitation of one class and domination over them. (Page 34-35) This will help to understand historical context mainly.

Addresses grammatical and discourse features. e.g. Turn-taking: informal conversation between ‘equals’ is an ideal form of interaction but in our class-divided society it’s limited. Between ‘unequals,’ turn-taking won’t be fair. e.g. Teacher and pupil turn-taking will usually only take place if a teacher decides that it will, thus the teacher is the powerful participant. (Page 134-136) Fairclough argues that this type of discourse in a classroom reflects ideology and hierarchy, (this isn’t always the case in every class.)Power participants have a range features like more air-time, using constraints, interruptions, topic management and formulation (rewording what someone has said which is an act of control)

https://www.vale.w-sussex.sch.uk/page/?title=Policies&pid=69

Vale Primary School (Primary source)

 

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