A morning with 8C1 - edited version

8C1 have a reputation in my B placement school for being a particularly disruptive class. There are 18 pupils, all of which are on the SEN register. They have been placed in the ‘C band’ on entry to secondary school because they failed to achieve a level 3 in the core subjects whilst in primary school. I observed these three subjects over the course of a morning with the following foci: behaviour management, provision for inclusion (one pupil is by far and away much abler than the rest – I have given him differentiated resources and I want to see if other teachers do the same) and communication. As I had suspected, whilst the class can be poorly behaved in history, it is much worse in other subjects. They are said to get a ‘good deal’ in history. They like the content, as well as its ‘narrative’ nature – the scrutiny of rigorous historical concepts is difficult with these pupils.

First stop - maths. The teacher lays their books on the desk at the front before the lesson so pupils can pick them up on their way to sit down – simple, but something that I can incorporate into my own practice. From the start it is clear that this class really needs a teaching assistant. The teacher is moving disruptive pupils from the very beginning. Four pupils arrive 15 minutes in with no excuse. The starter is still being completed and this is further disrupted. One pupil at the back claims to have finished the starter (addition - with a competitive element. Pupils win a polo if they are the first to get the right answer) and he is angry that the teacher has not acknowledged him. However he cannot do this because of the loud chatter which is taking place. There is clearly no respect for the teacher – one pupil who is asked to leave the room tells him to ‘shut up’. Overall, this was an unsuccessful lesson but I’m not sure that the teacher was completely at fault. Classes like this need a teaching assistant. Also, maths is of course a massively important subject. Not being a specialist I am not sure how this can be made more engaging. In History we can of course settle the class by telling them a good story or making the learning active. Something like this needs to be done in maths or pupils will fall further behind.

The bad behaviour spills over into science when three girls refuse to even enter the room. They are escorted away by the year head who takes them to the ‘seclusion room’. I cannot help thinking that the teacher has contributed to his the behaviour problems this time around. Of the seven benches in the science lab, all the pupils are clustered around two. One of the many things teachers can do when there is an issue with behaviour is create their own seating plan. At the very least pupils need to be well spread out. As regards communication it’s much more difficult in a science lab given the room’s sheer size. In these instances it is much more effective to use a wide range of visuals. “Pupils in this class learn by osmosis” says the teacher. “There is no way I would stand up in front of them all and try to present a normal lesson because they would have none of it”. Also, pupils are eating sweets and chocolates constantly – this sugar rich diet, as well as the fact that very few have breakfast or dinner means that the pupils are very hyperactive and pale. Steps need to be taken (for a start in PSHE lessons) in order to ensure that pupils receive a proper diet.

The final lesson of the morning is English. This is by far and away the best I have seen them behave. This has partly to do with the fact that the class has been split – some pupils (incidentally the worst behaved) have gone elsewhere for intensive literacy work). Their behaviour is also much better (I believe) because the teacher maintains a consistently calm approach. Very little seems to faze him and on the one occasion he does raise his voice pupils take note! For the first time today they actually all work silently as a class and when they talk it is actually about the work in hand. One boy is sent out. He is given five minutes outside ‘to reflect’ and then let back in but only if he can give the teacher two good reasons why this should be so. Again this is good practice which I shall take forward from today. Overall, I think the main reason why behaviour was better here was because the teacher was unflinching in his use of praise. This is the teacher’s number one weapon against bad behaviour. If used appropriately and often I believe that praise can make even the most poorly behaved pupils improve.

In none of the classes I saw today was special provision made for MM. When a pupil is so clearly ahead of the rest s/he needs to be pushed. I have done this by modifying his resources so he is not actually doing more work (he would resent this!) - it is the same amount, just different (i.e, more challenging). Please see my examples of this.

Additional comments scribbled by me (but not included on the report):

1. …managing zoo animals rather than teaching.
2. After today I will go home and drink a pint of scotch.
3. Most pupils seem to be oblivious to the fact that anything resembling a lesson is taking place.
4. He bribes pupils with money!
5. If managing pupils was an Olympic event…
6. The whole class is working silently! I go into shock at the back of the room.
7. The pupils are STILL working silently. I fall off my chair and try to pick myself up.