Ben’s good decisions in class

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Reflection - what these stories exemplify

Key competencies

Managing self is at the foreground of Ben’s learning, with thinking also highlighted where Ben is reflecting on his behaviour and trying to improve his behaviour in certain situations.

How might these stories strengthen Ben’s identity as a learner?

In these learning stories, Ben demonstrated that he could take ownership of his behaviour. Ben was able (albeit with a reminder) to be honest about behaviour that had occurred (agency). This learning happened in class. A second string of learning stories,“Ben’s Good Decisions at Sport”, reflects Ben taking ownership of his behaviour in other situations (breadth). Although the learning stories demonstrate learning over two days, they reflect one small part of Ben’s recorded progress since February 2007. Ben has been increasingly able to take responsibility for his behaviour after working with his main classroom teacher for over a year. A second teacher has been working in his classroom from term 1, 2008. This string of stories illustrates that Ben is becoming more able to listen and respond to others. He is able to accept prompts around his behaviour with a variety of other students. Ben chose to be honest in his interaction with the writer of the string in the absence of the main classroom teacher (depth).

For more information on the four dimensions of agency, breadth, continuity, and depth (ABCDs), refer to Narrative assessment: a guide for teachers.

Learning areas

Level 1 health and physical education

This learning links interpersonal skills and identity, sensitivity, and respect. Ben worked to make amends for situations by being honest and taking responsibility for his actions to work towards improving relationships.

Effective pedagogy

What does this tell us about teaching and learning in this setting?

Ben understands that we want him to be able to manage himself. The behaviour management programme supports Ben and others in the class with this. When students are successful in managing their behaviour, they can better access the school programmes to facilitate learning (creating a supportive learning environment). The behaviour management programme provides a consistent means of monitoring and managing behaviour in the class. Students self-monitor, which gives them a sense of control and also responsibility.

When points are recovered at the end of each session, praise is given for success. Where a 4 (or even a 2) is given, a specific area for improvement is targeted and a student will be supported with specific strategies to improve their points for the following session. For example, if Ben scored 4 for managing himself – perhaps he lost his temper because someone stared at him. In the subsequent session, Ben would be encouraged to look for support or change seats if a similar situation were to occur.

In order to encourage honesty and to help students improve the way they behave in certain situations, reflective thought and action is encouraged. Ben is given time to reflect on his actions and we work together, sometimes as a whole class, sometimes individually, to make good decisions if a similar situation occurs.

Reflective questions for the reader

“How do I use a behaviour management programme to support my students?”

“How do I help my students manage when there are changes to routines and staff?”

Useful resources

Mitchell, D. (2008). What really works in special and inclusive education: using evidence-based teaching strategies. Abingdon [England]: Routledge.

The William Glasser Institute. Choice theory. Available at http://www.wglasser.com/.

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