Critical Incident Assignment Essay

In this assignment, I pass on give way and glow on a detai conduct contingency that I was confronted with during give littleons get laid A (here after volition be referred to as SEA). I go away suppose on the implications that my over full of life misadventureal has had on my praxis and I result relate it to hypothesis. In addition, I bothow for firebrand reference to four salutees of analytic opineing which shit been surfacelined by Tripp (1993). Tripps four progresses focus on the wherefore ch on the wholeenge, personal theory, intellection strategies and dilemma identification. I testament examine these four approaches and establish the ship fecal matteral in which I burn down develop my dogma put on.Moreover, I will prohibitedline further recommendations for my future day send which will be aimed throughout this assignment. lop (2008) points out that look displace swear out to develop the quality of program line and it provides fryren with value take ining experiences. In addition, being contemplative lets nonp atomic number 18il and only(a) to analyse and take up shipway to improve their sea captain person tuition. Nonetheless, Cottrell (2005) argues that there croup be barriers to unfavor qualified thinking beca rehearse both(prenominal) may assume that it is a negative activity. Therefore, one may feel that it is merely necessary to make overconfident comments alternatively than seeking for aras of development.Consequently, this does non lead to or provide constructive criticism for areas to conk a better practitioner (Cottrell, 2005). However, in my opinion, I think that it is important to ponder on and be over precise of my article of belief traffic pattern for the reason that I tin can learn from what I befuddle done, and occupy ways to progress in my future practice. Tripp (1993) advocates that pensive dogma is exact beca usage it enables one to evaluate the endings that they gull made, and apportion ways to develop and progress in their victor development.During my offset organization, I was confronted with a critical incident which conduct me to make a decision open up on my captain development. During my math lessons, tyke x (an side as an additive learner) continuously yel lead out without doting his roleplayforce up whenever I re triggered the mannequin questions. His roily demeanour un wanetled my instruct as strong as the babyrens learning which I found sort of intemperate to steal with. Every time that he procl experienceed out, I immediately informed him that I would non accept his answer because he did not book his hand up.Nonetheless, he would take that opportunity to embrace to ill-treat out without putting his hands up. This restrain their ability to focus and listen to the lesson that I was teaching. Consequently, to minimise the possibilities of infant x perturbing further lessons, I decided that he w ould sit with the teaching assistant (who stave the same voice communication as child x) so that he would draw less disruptive. Upon reflection, I think that I should relieve oneself firmly implemented the deportment charge strategy by being stricter. In addition, I could keep back immediately disposed child x a monition for shouting out.Nonetheless, I take a shit realised that I did not catch as much authorisation during my head start placement as I would have desired. During my dilemma, it was at that point that I had think close and question my teaching strategies to consider reasons screw child xs disruptive conduct during my lessons. Thinking strategies Tripp (1993) highlights that thinking strategies befriend broody thinkers to achieve a deeper taking into custody of a critical incident. When we think about(predicate) critical incidents, we essential consider non-events which reenforce the idea that when near liaison has come abouted, this usually means that some another(prenominal) things have not happened.In intercourse to my critical incident, I considered what had happened with child x alternatively than reflecting what had he did not do. Nonetheless, as I reflect on this critical incident, I have realised that if I thought about what did not happen with child x, it may have revealed wherefore he was being disruptive during my lessons. In addition, the thinking strategy helps me to reflect upon the fair and bad points of my critical incident. I was proud of(p) to see that child x was approbatory to participate in my lesson as he showed gigantic enthusiasm. Nonetheless, my incident also reveals the de exampleised point of my incident.Although child x was go in the lesson, his doings was disruptive and he interrupted my teaching which did not advantage the pupils learning. Due to the fact that I am a ruminative thinker, I could have thought about feasible alternatives and considered the incident from the childs poi nt of view. For instance, sooner than miserable child x undermentioned to the teaching assistant, I could have considered how he felt and the reasons wherefore he did not put his hand up during category discussions. If I chose to make an alternative decision, what would the burden be? I continue to ask myself a serial publication of questions. afterward my maths lessons, I proposed a serial of questions to myself why does he call out during my lessons? why do I have the expectation that he should put his hand up? Should I have imposed a different solution rather than have child x sit b line of battleing to the teaching assistant? Could I have handled the situation more than utilitarianly? I continued to ask myself a series of questions which enabled me to reflect on what I did and why I did it. Although I may not be able to find a solution to my critical incident, I aim to explore and analyse it by reflecting on my teaching practice.Dewey (1933) in Pollard (1998) highli ghts that reflective practice enables instructors to constantly monitor, assess and freshen up their own practice which allows instructors to learn from what they have done and develop in their master skills. In addition, as previously outlined, my straddle of enquiries fits in with one of Tripps (1993) approaches which is called the why repugn. This form of analysis allows one to continuously ask questions why? (Tripp, 1993, p 46). The why challenge Tripp (1993) conveys that the answers to questions that practitioners have, does not unavoidably reveal or lead to a conclusion that one is seeking for.Nonetheless, enquire why allows one to reflect and think about their practice and consider possible outcomes that could have arisen. Moreover, Tripp (1993) points out that when we ask questions, our ideas or actions can create either some form of reification or a normative line which underpins a indwelling point of view base on personal beliefs and opinions. We are operating from a deeply held belief which may not be appropriate to our or harmonic with our other beliefs (Tripp, 1993, p. 46) When we enquire about a particular situation, we tend to build our answers base on our former beliefs.With regards to the critical incident which took place between child x and I, I had to explore why I expected him to put his hands up to answer my questions? I expected that all children should put their hand up during sort out discussions because my former experiences in the schoolroom led me to the assumption that it was the norm for children to do so. Additionally, I think that the hands up constitution maintains ordinate in the schoolroom rather than permitting all children to shout out all at once. My rules and beliefs, repays a normative statement because it is what I believe is necessary (Tripp, 1993, p. 8).On the other hand, current research and ideas have opposed to children putting their hands up in class. Professor Dylan William (The Telegraph, 201 0) advocates that asking children to put their hands up isolates other students during class discussion. However, develop X highlights that no child is excluded and that they are all promote to move toward their full potential (School Policy 2011). Moreover, my beliefs and opinions led me to believe that all children should put their hands up and must not shout out in the class which led to a dilemma that I encountered during my teaching. dilemma Identification Tripp (1993) conveys that incidents contain dilemmas that teachers are ofttimestimes confronted with. In his reading, Tripp recommends Berlak and Berlak as they propose that the great stress in teaching is having to make decisions throughout their teaching career. Pollard (2008) continues that teachers use their professional idea to determine the nigh suitable form of action to take in any particular situation. During my critical incident (at SEA), I found myself in a predicament when child x constantly shouted out in cla ss.When he disrupted the other childrens learning, I had to immediately decide on how I would shell out with this situation. My immediate response was to have him sit next to the teaching assistant. My reason for placing child x with the teaching assistant, was because English is an additional terminology for him, therefore, I thought that it would be easier to place with an additional adult that spoke the same language as him. Nonetheless, reflecting back on this critical incident, there were many alternative routes that I could have taken rather than moving child x.I could have granted him a warning to ensure that he was aware that I would not take into account his disruptive conduct. Moreover, I could have upstage child x from the classroom in order for me to continue with my lesson. Nevertheless, being face with a dilemma does not allow much time to contemplate, particularly at bottom a class of 28 pupils. I did what I thought was the right thing at that point which was to have him set next to another adult in the classroom. The series of dilemmas that I was confronted with was a emanding experience which I expressed within my reflective journal I found it difficult to deal with child x, he does not put his hands up during classroom discussions I need to decide how I am going to deal with his behaviour (U1100711 Reflective Journal, 24th November 2011). Upon reflection of my dilemma, I made a decision based on my set. This relates to Tripps (1993) Personal speculation Analysis.Dilemma identification is expedient because why we chose one resolution rather than another enables us to identify the values inherent in our professional judgement Tripp (1993, p. 9) Personal Theory Analysis Tripp (1993) proposes that teachers use their professional judgement to deal with dilemmas that they are constantly confronted with. My personal beliefs and values encouraged me to make the decision to move child x nearer to another adult. I thought that if child x si t down next to an adult that he is more familiar with, he will be less disruptive in my lessons. Tripp (1993) conveys that teachers should also make decisions based on what is best for that childs well-being.Therefore, I believed that rather than shouting at this child for being disruptive, my values and professional judgement assumed that it was beneficial for child x as well as the class if I remained calm and rigid him with the teaching assistant. In addition, I had to consider the reasons as to why child x thought that it was necessary to distract his peers in the classroom he was doing it to gain attention he was trying to prove that he knew all of the answers English is an additional language for him, and so on. All of these possible reasons must be taken into consideration rather than just assuming that he is a naughty child.As confirmed by Tripp (1993), these examples convey that teachers are challenged with a series of dilemmas and decisions that they must make based on p ersonal theories and professional judgement (1993, p. 53). Although I was go about with a number of challenges during my critical incident, it was crucial for me to make a decision based on my theoretical and moral judgement. To conclude, it is apparent that teachers are commonly confronted with critical incidents which consequently place them in a dilemma that is often dealt with based on professional and personal judgement.As at a time outlined, the critical incident and dilemmas that I was faced with, allowed me to reflect, analyse and critique on my teaching practice. Consequently, I have found that reflective teaching has enabled me to think about the decisions that I have made and contemplate ways in which I can become a better and onusive teacher. After my first placement, I have learnt that I should enforce different teaching strategies to deal with a childs behaviour rather than placing with another adult in the class straight away.For my future placements, I aim to enfo rce the behaviour anxiety strategies more rigidly. Moreover, I intend to be more of an assertive and effective teacher in the future. Commentary Reflecting on what we do is essential to the development of professional judgement, notwithstanding unless our reflection involves some form of challenge to and critique of ourselves and our professional values, we simply reinforce existing patterns and tendencies (Tripp, D. , 1993, p. 12) The purpose of this assignment is to explore the implications of critical reflection within the scene of my critical incident.I will analyse a range of relevant literature, case strategies and theories which will be used to critically evaluate the significant issues in congenator to my teaching practice. Moreover, I intend to engage in a wider reading adjoin my critical incident in order to progress my professional development and to subsequently become a more effective teacher not only during my teaching practice, but throughout my teaching career . Tripp (1993) states that it is crucial to challenge and be critically reflective of ones practice as it is enables us to improve and progress in our professional development.Moon (2004) contributes to Tripps theory as she claims that our thinking allows us to learn from our previous experiences. In addition, this theorist (2004) points out that we can improve our professional development as a result of thinking critically. Nonetheless, the aforementioned theories have been challenged as Zeichner and Liston (1996), suggest that reflective teaching can be considered as an idealised and unrealistic practice due to the high demands and heavy workload that teachers are confronted with on a day-after-day basis.They continue that teachers do not often have the time to critically reflect on their practice for the reason that the classroom environment is fast-paced and busy which can make it difficult for teachers to reflect. On the other hand, I believe that critical reflection is essent ial for practitioners. This is because as I continue to engage with a wider reading of critical reflective activity, I have gained a greater understanding of how to deal with labyrinthine situations more efficiently within the classroom.My practice has enabled me to critically reflect on a variety of teaching styles that I adopted during my first placement. For example, I encouraged talk of the town partners during carpet time, reinforced children to work collaboratively, modelled examples on the interactive whiteboard and encouraged the pupils to display their work to the rest of the class. Adopting different teaching strategies has give me more confidence to develop my teaching practice and become more confident in some aspects of my teaching.Nonetheless, upon reflection of my first school placement, I found it instead difficult to deal with challenging behaviour whilst I was teaching. Pollard (2010) suggests that trainee teachers find it quite challenging to maintain discip line and order in the classroom, particularly if the children have realised a relationship with their own teacher from the beginning of the year. Subsequently, it is essential for me to explore behaviour management theories in order to reflect and consider ways to progress in my professional development and be able to effectively deal with challenging behaviour in the future.Moreover, throughout my placement, I found that my reflective journal has been a useful tool as it has enabled me to reflect on ways to develop my classroom practice and improve my professional development functional in an inner-city and multi-cultural school has been a positive and challenging experience for me. I have been exposed to different teaching strategies and have witnessed various ways that the pupils respond to the ply which is useful for my professional development. (U1100711, UEL Reflective Journal, 22 October 2011).Ghaye (2011) conveys that reflective practice is a businesslike and meaningful activity because it reinforces us to gain better knowledge and understanding of our practice. Moreover, although I was faced with many challenges throughout my first school placement, my reflective journal enabled me to consider reasons why I made the decisions that I chose to make during my critical incident. In addition, whilst on my placement, it was crucial for me to familiarise myself with the School Xs behaviour policy so that I was aware of what was expected of me during my placement.The Schools behaviour policy underlines the consequences of contrasted behaviour and points out that there are five levels of intervention. School X uses a staged approach which is recorded on a stage chart in each classroom from Years 3 to 6. In their response to poor behaviour, this approach is variable, depending on the age of the pupil. Pollard (2010) points out that behaviour management is a unremitting concern for teachers due to the large meter of children in the classroom. Furthermore , teachers constantly have to make quick decisions based on their professional judgement.Likewise, Roffey (2011) suggests that many teachers (particularly teachers with limited teaching experience) may not have much confidence when confronted with complexities within the classroom. She conveys that some teachers may not know what to do when they are put in challenging situations which in turn, can have a negative effect on the childrens learning in the classroom. On the other hand, school and disposal policies emphasise the significance of the holistic approach to teaching and they have highlighted the importance of considerably behaviour in schools.