Ctlls Managing Behaviour
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CTTLS ASSIGNMENT
JENNIFER DAVIDSON
MANAGING AND RESPONDING TO BEHAVIOURS IN A LEARNING ENVIRONMENT
I work within the field of Adult Literacy, teaching learners who need to improve upon the reading, writing, listening and speaking skills they gained in school, or learners who have come to this country and are learning English as a second language. Here I will discuss behaviour I have encountered, and behaviour which I could encounter in the future.
Within the group I teach, I have individuals whose behaviour is influenced negatively by their previous experiences of learning at school. This can result in some defensive behaviour (for example “I’m alright I don’t need help”) when I can see that the student is having difficulty completing a task. Also some of the group’s behaviour is influenced by their cultural backgrounds. This has resulted in shyness particularly when asking for more work to do if a task has been completed quickly. Cultural differences can also affect the way learners interact with each other.
Motivation for coming to the class is either intrinsic (self-motivated, e.g. the learner really wants to improve so that they can get a better job), or extrinsic (externally motivated e.g. the learner has been sent to the class by the Jobcentre in order to keep receiving benefits). I feel that the type of motivation greatly affects the learners’ behaviour. If it is extrinsic, the behaviour is more likely to be negatively influenced and can result in passivity, disengagement and poor attendance. I do not presently encounter behaviour which is verbally or physically aggressive; however I accept this could happen with other groups in the future. As discussed by OFSTED (2005), pupils with challenging behaviour in schools often have poor language and social skills and limited attention spans. Difficulties with literacy often appear early in schoolchildren. These children could become some of the adults I teach.
We need to understand what challenging...
JENNIFER DAVIDSON
MANAGING AND RESPONDING TO BEHAVIOURS IN A LEARNING ENVIRONMENT
I work within the field of Adult Literacy, teaching learners who need to improve upon the reading, writing, listening and speaking skills they gained in school, or learners who have come to this country and are learning English as a second language. Here I will discuss behaviour I have encountered, and behaviour which I could encounter in the future.
Within the group I teach, I have individuals whose behaviour is influenced negatively by their previous experiences of learning at school. This can result in some defensive behaviour (for example “I’m alright I don’t need help”) when I can see that the student is having difficulty completing a task. Also some of the group’s behaviour is influenced by their cultural backgrounds. This has resulted in shyness particularly when asking for more work to do if a task has been completed quickly. Cultural differences can also affect the way learners interact with each other.
Motivation for coming to the class is either intrinsic (self-motivated, e.g. the learner really wants to improve so that they can get a better job), or extrinsic (externally motivated e.g. the learner has been sent to the class by the Jobcentre in order to keep receiving benefits). I feel that the type of motivation greatly affects the learners’ behaviour. If it is extrinsic, the behaviour is more likely to be negatively influenced and can result in passivity, disengagement and poor attendance. I do not presently encounter behaviour which is verbally or physically aggressive; however I accept this could happen with other groups in the future. As discussed by OFSTED (2005), pupils with challenging behaviour in schools often have poor language and social skills and limited attention spans. Difficulties with literacy often appear early in schoolchildren. These children could become some of the adults I teach.
We need to understand what challenging...