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Ongoing research has identified certain common themes concerning
the characteristics and practice of more effective schools
Select one of these themes which were addressed during the lecture
programme and undertake a critical and evaluative analysis of your
placement school in relation to this theme
For the purpose of this assignment I have selected one theme concerning the characteristics
and practice of more effective schools in Northern Ireland
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The phrase ‘classroom ethos’ is
a phrase used often in primary schools as it incorporates many different areas of the
learning and productive classroom
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To give a
brief overview of this I have selected a quote by Robert C
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Our
main concern as teachers is to facilitate student learning and achievement and this can only
occur in a smooth-running classroom
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As
previously stated, setting up and running a positive classroom involves a great deal more
than keeping students disciplined or well behaved, although this does have a major
influence on how we create positivity amongst students
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‘all children should receive an education related to their age, ability and aptitude’ (1944
Education Act)

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We must also realise that each individual child is unique and therefore possess a different
array of talents and abilities and whilst a certain child may struggle at mathematics they
may be the best at other subjects such as drama
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This is a constant challenge for teachers and they need to
try their best to be as creative as possible, as being creative can help to create a positive
situation where the student can learn and the teacher can teach to their potential
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Di Giulio identified two approaches to
behaviour management, the get-tough approach and the laissez-faire approach
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Often this approach
will keep the students on task momentarily for fear of punishment but is not a long-term
solution to achieving good behaviour
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On my school experience I had the opportunity to visit and help in many different
primary classes and I was able to see the variety of behaviour management strategies from
different teachers
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My own approach to behaviour management was also more of a
get-tough approach, although this was following the example set by the class teacher so is
not completely representative of my own style of teaching
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The spiritual dimension relates to caring within the class both from the teacher and from
the pupils to each other
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In our own classrooms we can relate easily to this dimension as it is the
prime reason we pursue a career in teaching young children, because we care for their
development and want to provide the best education possible by caring for their individual
needs
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Teachers in Northern Ireland are quite lucky in my opinion as
the Revised Curriculum for Northern Ireland deals with this spiritual dimension really well
through subjects like PDMU and in the Catholic sector religion and the Alive-O programme
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The physical dimension in my opinion is one of the most important of all the dimensions of
the classroom
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This can be achieved in many ways and was evident in the school that I carried out my
placement in this year
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Topic-teaching coincides nicely with this approach
as creative wall displays can be used to capture the imagination and attention of the
children availing of a particular classroom
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This enables the children to decide to a certain extent what
content they will cover in class but more importantly it allows the teacher to gauge the
knowledge that is already there, so that they can plan their lessons appropriately
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By creating a display and a KWL board it captivated the children’s interest
and some of the children carried out their own research based on the display wall
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Seating arrangement, lighting, heat and noise can be distractions to some
children so we must monitor each appropriately when using our classrooms
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Planning is a key area in this dimension regarding the structure of lesson plans to
create positivity
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If
these key ingredients are in place then it will contribute to an overall productive classroom
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Teachers are using more
and more resources as educational aids to assist learning
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Role-play and group-based work are also widely used to develop
thinking skills and independence of the children we teach
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The last dimension, named the managerial dimension is important for the protection of the
children but they should not see it in action as much as the other dimensions
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For example if anti-bullying is taught correctly through subjects such as PDMU and
religion then there is less chance of it occurring in the classroom which can only promote a
positive atmosphere
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Our planning must take
every aspect of the Revised Curriculum into account, whilst bearing in mind the aim outlined
for us in our curriculum
‘to empower young people to develop their potential and to make informed decisions and
responsible choices and decisions throughout their lives’ (CCEA 2007)
We must realise that we have a bigger role than we think in the lives of every child that we
teach and must therefore, try our best to improve all aspects of our teaching
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Examples
include creating wall displays on a topic such as ‘natural disasters’ and promoting positive
behaviour with rewards as opposed to punishing bad behaviour
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References
CCEA (2007) The Northern Ireland Revised Curriculum, CCEA Publication
Di Giulio, R
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(2004) Great Teaching: What matters most in helping students succeed
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(2007) Positive Classroom Management; a step-by-step guide to helping
students achieve, Sage Publications, California
Gettinger, M
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In A
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Grimes (Eds
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Washington, DC: National Association of
School Psychologists
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J
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S
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In B
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Marlowe
& A
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Canestrari (Eds
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Thousand Oaks, CA: Sage Publications

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