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Reflection: Behaviour

For Reflection 1 we looked at teacher identity and professionalism using Brookfield’s lenses. For Reflection 2 touched on an arts-based reflective method in considering teacher preconceptions and expectations of pupils. Reflection 3 looks at classroom behaviour using Gibbs’ reflective cycle.
Reflection 3 Tasks – Behaviour
The Gibbs’ reflective cycle was developed by Graham Gibbs in 1988 to give structure to learning from experiences. It offers a framework for examining experiences, and given its cyclic nature lends itself particularly well to repeated experiences, allowing you to learn and plan from things that either went well or didn’t go well.
For Reflection 3 we are going to use this cycle to consider an incident of pupil behaviour from your practice.
You can read a little more about the framework (including some example reflections) at The University of Edinburgh ‘Reflection Toolkit’ site. Before you move on to the next task, make sure that you are familiar with the Gibbs’ cycle.
During your teaching practice so far, you will have experienced a situation where pupils may have behaved in a way that you found surprising, unexpected, interesting, or noteworthy. This may have been during your own teaching, or it may have been during your observations of other practitioners. It could have been positive or negative behaviour, an individual or a group, small- scale or large. It might have been in a classroom, in a school more widely, or during taught sessions online.
Considering using an example from news or internet?
Try to identify a behaviour incident from your Placement A experience so far where a change in your response or a better understanding of the situation may have had a more positive outcome for you and/or your pupils. It might help to look at observation or feedback or any other notes that you have made.
For this reflection use of the first three stages of Gibbs’ cycle: Description, Feelings, Evaluation. The resources referenced can support you with this.

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