Glasser Behaviour Management

Connecting Behaviours.jpg

On a daily basis, I use the Glasser and choice theory principles to engage with students. I use choice theory and the 7 connecting behaviours to discuss student behaviours. This has helped students to take more responsibility for their behaviours and to see how their choices create both positive and negative consequences. 

This has been particularly successful for dealing with student issues as a way to remedy the friendships.

I am still learning how to use this most effectively, however, I think I have already come a long way in my behaviour management approach. Now, when I deal with behaviour situations, I am more kind in my behaviour management and it is more of a discussion between all parties involved rather than a top-down approach.

Gathering Student Voice to Inform My Teaching Practice

In Term 2, I noticed that my students’ interest and motivation for Writing was decreasing. Students seemed bored and when I said it was writing time, would respond negatively.

This prompted me to create a writing survey to help me get a better gauge on their attitude towards writing and to see how I could make it better for them.

survey

I created a Google Form for students to fill in and said they would have free reign to write what they truly felt. I had made sure that students knew I wouldn’t get upset if they admitted they didn’t like what was currently happening in class.

From this, I found out that almost all students wanted to write made up stories which prompted me to plan and implement a narrative unit in Term 3. I also found out that my students wanted to do more free writing each day. As a result, I implemented 20 minutes of free writing 3 times a week. The students responded really well to this and love it when they see ‘free writing’ or ‘writing’ on the daily timetable.

I would like to take a student survey now to compare the results and attitudes towards writing.

Unit planning

In Term 3, I realised that a lot of my students were lacking in their basic structural writing skills and decided to plan a unit to meet the needs of my learners. As a syndicate, we decided our focus was to be Fairytales and I planned my unit specific for my class.

I planned specific learning experiences in a way that would scaffold them into becoming better writers. I also planned for students of all abilities and even had the school’s SENCO help me write a plan for my special needs student adapted from mine.

Here is a link to my unit plan.

I was flexible in how I taught this unit and I didn’t finish it all. I reflected as I went (on weekly writing plans) and took my time where I saw fit. I also skipped some lessons as I felt students had grasped the concepts (like descriptive words) already and felt they didn’t need extra time on it.

My Teaching Inquiry

At the end of Term 1, 2016, I begun to narrow down my teaching inquiry from our PD along with the Hongoeka Syndicate.

Our syndicate focus is based on the question: What are the effects on performance and motivation when we use a digital online forum for writing? We are particularly interested in this as students seem to be struggling with writing – generating content and creating quality texts from a range of genres. Also, the motivation and engagement of students with their writing seems to be low and this is a concern for them as they begin to move into their senior education.

With Adi (my appraisal partner) and the Hongoeka syndicate, I created a Google Slide Presentation that shows the progress of my journey with my inquiry. You can view that here.

So far, my next step is to conduct the survey with my whole class to understand their current attitudes towards learning. This survey will include a handwriting sample (which I’ll use to compare with in Term 4) and asks students to describe how they feel about writing. The survey I used is this one.