Unit this could be with short sharp and
Unit 9 – Managing behaviours in the learning environment 1. Identify a range of behaviours that you have encountered when delivering learning in different learning situations. Provide an analysis of the impact of those behaviours on others and yourself, with particular reference to the impact of learning. Making reference to relevant reading, review factors which may influence the behaviours that you have identified.
I could argue that some Trainees don’t realise or know they are behaving inappropriately, and it can be a frightful shock when it is realised that the tolerance within a civilian classroom and a military classroom are vastly different and due to the army philosophy, very few Trainees continue to be disruptive.Before the military ethos is instilled, a number of different behaviours and emotions are evident, some of these are: having no interest in the subject, they don’t understand the content of the lesson, disrupting others by being argumentative or acting as the class clown, violent behaviour towards other Trainees, has learning difficulties or they could have personal problems within the barrack room or at home.Some of the issues listed are dealt with quickly and with no disruption, the problems arise when a situation is not dealt with quickly or signposted to the relevant support teams; for example, a discipline problem should be dealt with immediately and publicly, this demonstrates a zero tolerance to the other Trainees, and will in most cases, encourage those in that class not to be disruptive. If a Trainee is signposted as having learning difficulties, they can be directed to the Learning Support Officer which will ensure they are given the correct professional help in a timely fashion.
The Trainees who are considered to have unacceptable behaviour or labelled disruptive, can be turned into fine students with the correct nurturing from Instructors; this could be with short sharp and appropriate discipline, an understanding of the Trainees learning needs or giving the right motivation to learning needs such as intrinsic or extrinsic motivation. Wallace (2002: 65) referred to Maslow Hierarchy of Needs, ‘as human beings our more basic needs, such as the need for comfort or for safety must be met before we can turn out attention to satisfying our higher order needs’Not all Trainees behaviour is inappropriate at the beginning of their training; these soldiers are well organised, incredibly disciplined, they are willing to learn, enthusiastic and a good role model to the other Trainees. I have noticed that a soldier’s behaviour is incentive based; those Trainees who are within my remit will be promoted at the end of the year long course if they pass all the units, and are recommended by myself.If they have incurred any major discipline infractions or are deemed as unsuitable as a leader, they will not be promoted and will be at a loss both financially and for early further advancement within the Field Army. 2. Carry out a review of policies and procedures that apply to managing behaviours within learning situations within your own or other organisation.
Provide a summary of relevant legislation that applies to managing behaviour. Making reference to legislation and reading outline ways of implementing potential improvements.British Army Training Units have a number of strict and unwavering policies which are written by the current Commanding Officer of that particular Unit, these are setup within the establishment to deal with the behaviour of recruits within the learning environment. These policies are explained to each Trainee during the Induction Course which is held on first week within the Unit by a number of Instructors, including the Commanding Officer.They will instruct on a myriad of lesson and policies including conduct, behaviour, ethos, health and safety, welfare and discipline. Each Trainee will sign to say that they have attended all the induction lessons and that they fully understand them.
This is to ensure that if they are caught contravening the Commanding Officers Policy, they will be suitably punished for their misdemeanours and logged in their P File (Personal File).Evidence of reprimands are logged and filed so that if a Trainee is a habitual offender there will be documented proof and a different approach may need to be considered to guide them onto the straight and narrow; additionally if a Trainee makes a complaint that they are being victimised by a single instructor, there will be evidence to uphold their complaint. Running parallel to the Trainees policies is the Commanders Notebook; this is a separately written policy by the Commanding Officer, exclusively for the ilitary Instructors of the Unit. The Commanders Notebook is to ensure that the instructors are following all the directives laid down by the Commanding Officer, that any punishments issued are within the boundaries of the Military Law and Queens Regulations, this is to ensure that an Instructor does not exceed his or her authority; in short, it is an easy-to-use guidebook that ensures that instructors do not get themselves in to situations which could end up with them being severely disciplined.Curzon (2004: 50) quotes Guthrie’s views on ‘punishment’ – ‘Punishment’, he says, ‘is effective in a conflict situation only where incompatible responses occur to punishing’ he also noted ‘Punishment that produces only emotional excitement will tend to fixate the punished’.
I personally feel that both policies are well structured and allows very little room for errors. During my tenure within the Training environment, I have not observed any unruly behaviour; I have however, witnessed at first hand, an unacceptable act of disruptive behaviour; this was dealt with by the relevant instructor, but this did not stop the behaviour.The Instructor felt he couldn’t do any more and simply referred the matter for their Troop Commander to deal with. I felt that the Instructor should have dealt with this matter within the classroom and not pass it up the chain-of-command; this would have showed his authority publicly, and his Trainees would understand that misconduct will not be tolerated.
3. Provide a review of ways of promoting behaviour that is appropriate to learning, as well as to ways of managing disruptive behaviour.Include a reflection on the ways in which you have managed behaviours. Based on your strengths and development needs, outline ways in which you can improve your approach to managing behaviours. Your review should make clear reference to relevant reading.
Reading through a number of civilian case studies, carried out within the classroom environment I have found that we, within the military, are incredibly fortunate to have a very detailed document which lays down the procedures to deal with disruptive behaviour.This is known as AGAI 67 (Army General and Administrative Instructions 67); this comprehensive document informs the instructor of the administrative procedure and which punishments and suggested for which misdeed. As I have mentioned, the most effective incentive not to misbehave is to take away their free time during both evenings and weekends, Also, when a Trainee is seen by their colleagues, for example, sweeping the roads during the evenings, they will be motivated not to be in breech of the rules.
The flipside to this is to give time back to a class of Trainees, if they are doing well and meeting all the required objectives in the stipulated time frame, an early ‘knock off’ can be given. This promotes good behaviour and more importantly, good teamwork. If they work together in the classroom they will work well as a team or unit in the barracks and on the battlefield.
Defence Instructor Handbook (2011: 3) mentions in its foreword that ‘in the ever-changing operational environment, a lot of money is spent on training equipment.However the vast majority of training still needs an instructor to make it happen. The success of our training does, therefore, rely very much on the quality of our Service and civilian instructors. Instructors have a responsibility, and a unique opportunity, to influence the development of personnel’.
I have been teaching for a number of years now and I am constantly learning all the time. It goes without saying that no two learners are ever the same. More recently I have been working with six courses of 16 Trainees of various ages and levels of intelligence.Most of my soldiers have excellent behaviour and discipline, but there are those who like to play the class clown.
Ten years ago I would never have stood for such a thing, and nor would any other instructor. But over the years I have found that it is important to get Trainees to have a point of view during a facilitation lesson, as it allows soldiers to have an opinion and a voice. Soldiers who can join in during a controversial discussion and give their ideas to their peers, are the ones who will do well in the field army.
During these lessons I ensure that I involve everyone in the lesson as it allows me to identify what sort of learners I have in my class so that I can adapt to their learning needs. Word count 1180 – not including quotes Bibliography Wallace, S. (2002) Managing Behaviour and Motivating Students in Further Education: Meeting the FENTON Standards, Exeter: Learning Matters Limited Curzon, L,B. (2004) Teaching in Further Education: An Outline of Principles and Practice, 6th edition, Cornwall: MPG Books Ltd Defence Centre of Training Support.
(2011) Defence Instructor Handbook, Halton: RPC Serco DSN