1) Evaluation of a lesson observation, focusing on behaviour issues and the provision of an Action Plan that identifies how to develop the behaviour of learner(s),. Approaches will need to be justified in terms of the literature previously covered and the outcomes of the learner¿s professional discussion. 1250 words equivalent 100 % weighting (LO1- 5)

2) The learner will provide a lesson plan rationale and justify their approach to behaviour management in terms of professional reflection, relevant research, theory, legislation and organisational procedures. 250 words 0% weighting (LO 1-2)

3) A current and satisfactory observation of your teaching practice, 0% weighting (LO3,4)


Appendices as appropriate (0%) weighting

The learner must have teaching practice which matches minimum associate teacher guidance (Institute for Learning)

Textbooks, video recorders, available technology, e.g. VLE, PCs and interactive whiteboards.
Course digitisation pack of key literature available from Blackboard VLE

Weblinks

Geoff Petty www.geoffpetty.com
Useful for active learning tips

Sue Cowley www.suecowley.co.uk/index.html
Behaviour management tips and resources

The Joseph Rountree Foundation http://www.jrf.org.uk

LSIS Excellence Gateway www.excellencegateway.org.uk
Full of resources for teaching in general and behaviour management ideas.

Department for Education www.education.gov.uk
For specific links on behaviour:
www.education.gov.uk/vocabularies/educationtermsandtags/293
including behaviour checklists: http://www.education.gov.uk/schools/pupilsupport/behaviour/a00199342/getting-the-simple-things-right-charlie-taylors-behaviour-checklists

Infed ¿ the Encyclopaedia of Informal Education http://www.infed.org/
For advice on reflective writing, see:
http://www.infed.org/research/keeping_a_journal.htm

Books

Bell, J.(2010) Doing your Research Project (5th edition)Oxford University Press
Cowley, S (2004) Getting the Buggers to Behave (2) London, Continuum International (*)
Department for Education (2011) The Equality Act 2010 (Overview for Education) DfE:UK [online]
Dix, P. (2010) The Essential Guide to Taking Care of Behaviour (2nd Ed.) Longman:UK
Goodman, A. & Gregg, P. (2010) Poorer children¿s educational attainment: how important are attitudes and behaviour? The Joseph Rountree Foundation:UK [online]
Institute for Learning (2008) Code of Professional Practice
Kidd, W. & Czerniawski, G. (2010) Successful Teaching 14-19. London: Sage Publications Ltd.
LLUK (2007) New Professional Standards for Teacher, tutors and trainers in the Lifelong Learning Sector LLUK:UK
Vizard. D. (2006)How to Manage Behaviour in Further Education Chapman:UK
Wallace S. (2007) Getting the buggers motivated in FE London Continuum
Wallace S. (2007) Managing Behaviour in the Lifelong Learning Sector Learning Matters: UK
Weyers, J & McMillan, K. (2011) How to Write Essays and Assignments (2nd Edition) (Available as an e-book from Staffordshire University Library) (*) Available as an e-book from Staffordshire University Library

This module utilises the diverse experiences of the candidates in order to promote a deeper understanding of behaviour issues as well as the underlying causes.

Case studies, peer observation and recordings of teaching practice may be used in order to help develop the candidates¿ critical understanding of what positive behaviour may be and how it can be promoted. From this, the candidate will reflect on the behaviour of their learner(s) in order to identify an area for development. Using suitable literature and policies, they will then undertake a small scale experiment aimed at promoting positive behaviour. Reflections from this will be shared with the group, and could be used as the basis for future research in later modules. In this respect, the fundamental principle is instilling the notion of the practitioner as researcher. This reflective approach is continued throughout the programme, culminating in the option to take an action research module.

The learning, teaching and assessment strategy has been carefully developed for this module and recognises that participants bring with them a wealth of practical experience and detailed knowledge of specific contexts to share with others. Therefore, this module, like all other modules within the Award/se provides practical contexts for the analysis of contemporary issues and problems of a practical nature. This will inform trainees¿ practice, enabling critical reflection and development of a full range of transferable professional skills.

In general, this module will include traditional learning material, such as hand-outs and reading material. Alongside this, electronic presentations, learning materials, tutor and peer support will be made available. In addition to this, trainees will be briefed on assignments, which include clearly defined and varied assessment learning outcomes.

This module aims to help the learner develop their ability to manage and develop behaviours in a learning environment.

The learner will research the characteristics and impact of behaviours in the learning environment and understand how to apply related legislation and policies. This will then enable the learner to recognise different behaviours and experiment with approaches to managing disruptive behaviours and promoting behaviours which contribute to a purposeful learning environment.