How can we create a positive environment in the classroom? Total words: 4000 This PGCE assignment is a small-scale research project where you will investigate behaviour management/classroom climate through primary research during School Based Training One

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How can we create a positive environment in the classroom?

Total words: 4000

This PGCE assignment is a small-scale research project where you will investigate behaviour management/classroom climate through primary research during School Based Training One. You will develop your understanding of research methodology and will develop your skills of systematically observing the classroom to help you to critically evaluate the classroom.

You will demonstrate your ability, systematically and creatively, to integrate ideas and concepts from your studies to inform your teaching.

The task has been designed to allow you to demonstrate:

Your knowledge, understanding and critical awareness of classroom management in your subject;

The ability to use and integrate the knowledge and understanding gained from study and research to develop your ideas and practice;

Your understanding of techniques applicable to research in education

Perceptive insights when applying knowledge and understanding to your developing thinking about practice.

 

 

 

 

 

 

 

Guidance

Section 1: Literature Review (1000 words)

In this section, you need to state your main research question and sub questions you wish to address in the assignment based on your school context. You need to briefly give the rationale for your decision.

You will demonstrate what you have understood from your reading, attendance at lectures and other sources about behaviour management/classroom climate. You will critically evaluate what you have learned in the context of your school and justify the interventions you are planning to make.

To assist you with this, see below useful reading taken from the comprehensive SBR reading list:

Baker, T, Evers, G & Brock, R. (2017) Targeted Teaching. Sage

Bennett, T. (2016) The Beginning Teacher’s Behaviour Toolkit: a summary.

Bennett, T. (2020) Running the Room: the teacher’s guide to behaviour John Catt

Griffiths, A., & Burns, M. (2012) Engaging Learners. Crown House Publishers.

Lemov, D. (2015) Teach Like a Champion 2.0. Jossey Bass.

McInerney, D.M. (2022) Helping Kids Achieve Their Best: Motivation- theories and practices. Routledge.

Rogers B, (2015) Classroom Behaviour 4^th edition. Sage.

Watkins, C and Wagner, P (2000) Improving School Behaviour. Paul Chapman.

Willingham, D. (2009) Why don’t students like school? Jossey Bass.

Wubbels, T et al. (2014) Teacher-student relationships and classroom management.

 

 

 

Section 2: Writing your research plan (1000)

This section can be broken up into three parts:

Clarifying your research questions and sub questions

Re state and, if necessary, clarify your research question and sub question here. (This may seem repetitious but as you plan your research below you need to have your questions clear in your mind so your research plan is relevant and will precisely gather data for your questions. Losing sight of your original questions will cause problems later.) If you need to make modest changes to your questions because of developments in school this is where you very briefly can explain them.

Planning and justifying your research plan

You need to design a research plan that shows how your research will produce answers to the questions you have asked above. You will need to explain and justify your research design.

You may do this by first briefly discussing the nature of the knowledge you are trying to gain (is it constructed /interpretivist knowledge or ‘scientific’ /positivist knowledge you are after?) and why you think it is possible to gain this knowledge.

You then need to explain and justify your choice of research methodologies. (Your research methodology is the overarching approach to research you will use. For example, you could choose from the following methodologies; Action Research, Case Study, Experiment, Surveys or Ethnography). We recommend, for this type of research, you use Action Research.  

After this, you need to explain and justify your choices of data gathering methods. You should have at least 3 (such as pupil interviews, systematic lesson observations, narrative observations, reflections etc.) Consider:

Why is your chosen method useful to help you gather data to answer your research question?

What does your reading say about its usefulness? You need to support your method with secondary sources.

If there are any drawbacks to the method, how will you counter this?

The best work will ensure a variety of data gathering methods possibly including qualitative and quantitative research. These could include collection such as; group and individual interviews and questionnaires which would supplement your classroom observations. Using three methods of data gathering will help triangulate your findings and to add validity.

You should include the primary data you collect as appendices and ensure you reference all of the secondary data sources.

Literature to assist you with this section includes;

Bell J., and Waters, S. (2018) Doing Your Research Project: A Guide for First-Time Researchers (7th Edition). London and New York: Open University Press/McGraw-Hill Education.

Cohen, L., Manion, L., and Morrison, K. (2018) Research Methods in Education (8th Edition). London and New York: Routledge/Taylor & Francis Group.

Robson, C., McCarten, K. (2016) Real World Research — A Resource for Users of Social Research Methods in Applied Settings (4th Edition). Chichester: John Wiley & Sons Ltd.

Wilson, E (2017) School-based Research: A Guide for Education Students (3rd Edition). Los Angeles: Sage.

Section 3: Ethical Considerations (200)

The 14-point ethical code below is adapted from ‘An ethical code: an illustration’ in Cohen, Manion and Morrison (2004) Research and Research Methods 5^th Edition, page 71.

Ensure you give an account of how you adhered to these considerations in your investigation.

It is important for the researcher to reveal fully his or her identity and background The purpose and procedures of the research should be fully explained to the subjects form the outset The research and its ethical considerations should be seen form the subjects and institutions point of view Ascertain if the research benefits the subjects in any way. Where necessary ensure the research does not harm the subjects in any way. Possible controversial findings need to be anticipated and where they ensue, handled with great sensitivity. The research should be as objective as possible. This will require careful thought being given to the design, conduct and reporting of research Informed consent should be sought from all participants. All agreements reached at this stage should be honoured. Sometimes it is desirable to obtain informed consent in writing. Subjects should have the option to refuse to take part and know this; and the right to terminate their involvement at anytime and know this. Arrangements should be made during initial contacts to provide feedback for those requesting it. It may take the form of a written resume of findings or a presentation to the institution. The dignity, privacy and interests of the participants should be respected. Subsequent privacy of the subjects after the research is completed should be guaranteed (non-traceability). Deceit should only be used when absolutely necessary and be fully justified in the methodology. When ethical dilemmas arise, the researcher may need to consult other researchers, teachers (particularly the Coordinating mentor) and tutors.   This section should be brief but it should demonstrate that you understand the impact of ethics on research and that you have acted ethically while carrying out your research.  You can demonstrate this by focusing on what you consider are the key features above and answering the question: What have I done in my planning to ensure the key features have been met?

Section 4: The findings (1000)

Now you have completed your research, you need to organise and present your data. The results will need to be displayed appropriately, using a variety of methods and with a clear description of what they show but they then need to be critically analysed. Remember to pick out trends and quote figures (quantitative)/ statements (qualitative) to demonstrate them. As you present the data, you should be critical where appropriate questioning and justifying its validity and inclusion in your work.  By doing this you are offering high level critical analysis.. Where possible, refer to prior reading as your findings my support or attach the finding of other academics. This adds extra layers of criticality to your assignment.

Section 5:  The Conclusion (500)

In this section you summarise your findings and clearly answer your research questions. Be sober in your conclusions: if you make an assertion be clear that it is based on findings. Where possible, refer to prior reading as your findings my support or attach the finding of other academics. This adds extra layers of criticality to your assignment.

Section 6: Ways forward (500)

Research in schools should have purpose. It should have a practical application which will make things better for you, the school or even all schools. This part can take the form of bullet points of findings and advice which can be used to help form better school policy or classroom practice that is based on your research. If you want, you can also offer a ways forward comment in terms of how better you can do the research next time.