To reflect on the coping strategies we use when teaching

Aim

To reflect on the coping strategies which we use when teaching.

Evidence and reflection

This issue can be tackled by a combination of personal diary records together with the comments and observations of a colleague. Alternatively, a video recording of a session followed by analysis could also be a way of collecting information about our own coping strategies.

More in this chapter

• To identify the patterns in the purpose of teacher contacts with pupils
• To identify the overt and tacit content of classroom rules, routines and understandings
• To consider school rules as an expression of school ethos
• To check that we are acting in ways which are regarded as being 'fair'
• To reflect on the range of coping strategies which children use in the classroom
• To gather information on how pupils feel about curricular activities which they undertake at schools
• To consider the idea of consistency from the pupil's perspective
• To monitor and place in perspective our own feelings on classroom relationships
• To assess the degree and type of positive reinforcement given to children
• To develop the use of praise and encouragement
• To 'measure' overall classroom environment at a particular point of time
• To consider the idea of 'emotional temperature' as applied to classroom climate
• To evaluate progress towards an inclusive classroom
• To consider the degree to which the classroom is structured and run