Behaviour for Learning L4
- Submitted by: vikkichick
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- Category: English: Creative Writing
- Date Submitted: 10/02/2011 08:30 AM
- Pages: 7
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My journal is about challenging behaviour in young mothers in an educational setting. I will discuss a holistic approach that considers Transactional Analysis, Attachment theory, Neo Adlerain and Cognitism theories reflecting on my practice.
The learners I am discussing are young mum’s age ranging from fourteen to twenty, who I support as a LSP (Learning Support Practitioner). The group was started by County Council to attract this particular group of young people back to education throughout the county.
The group I work with is in a social and economically deprived area, with few job opportunities and high seasonal unemployment. These girls fit into the government report (Teenage Pregnancy Accelerating Strategy 2010), which states that teenage pregnancy is strongly associated with deprived areas, poor family relations and unhappy school life. All girls finished school with low success rate or not achieving any results.
We look at the group holistically, we try and make it as much learner led as possible, as they themselves are young adults and should take responsibility. Within the first day they make a group contract, deciding on how to behave, e.g. group confidentiality, respect each other, freedom of speech, use of mobile telephones etc. Neo-Adlerian theory relates to this as it increases a learners sense of belonging and appropriate behaviour by starting democratic relationships within the group, by creating respect, cooperation and encouragement by all. (Porter. 2010. P103)
In 2004 Powell and Tod conducted the EPPI Review (Evidence for Policy and practice Information). “All learning is rooted in relationships and positive relationships facilitate learning”. (EPPI Centre, 2004 p82 cited in Every Child Matters). Relating this to the diagram below if the learner’s relationships breakdown with anyone of the headings i.e. family, access etc then learning stops. Challenging behaviour may occur i.e. “reactions from children or adults that, in...
The learners I am discussing are young mum’s age ranging from fourteen to twenty, who I support as a LSP (Learning Support Practitioner). The group was started by County Council to attract this particular group of young people back to education throughout the county.
The group I work with is in a social and economically deprived area, with few job opportunities and high seasonal unemployment. These girls fit into the government report (Teenage Pregnancy Accelerating Strategy 2010), which states that teenage pregnancy is strongly associated with deprived areas, poor family relations and unhappy school life. All girls finished school with low success rate or not achieving any results.
We look at the group holistically, we try and make it as much learner led as possible, as they themselves are young adults and should take responsibility. Within the first day they make a group contract, deciding on how to behave, e.g. group confidentiality, respect each other, freedom of speech, use of mobile telephones etc. Neo-Adlerian theory relates to this as it increases a learners sense of belonging and appropriate behaviour by starting democratic relationships within the group, by creating respect, cooperation and encouragement by all. (Porter. 2010. P103)
In 2004 Powell and Tod conducted the EPPI Review (Evidence for Policy and practice Information). “All learning is rooted in relationships and positive relationships facilitate learning”. (EPPI Centre, 2004 p82 cited in Every Child Matters). Relating this to the diagram below if the learner’s relationships breakdown with anyone of the headings i.e. family, access etc then learning stops. Challenging behaviour may occur i.e. “reactions from children or adults that, in...