To reflect on the range of coping strategies which children use in the classroom

Aim

To reflect on the range of coping strategies which children use in the classroom.

Evidence and Reflection

Observe a small group of children in a classroom (either in your own class, or a colleague's). Try and work out the meaning and purpose behind what they are doing. Are they trying to demonstrate their `best work' to the teacher? Are they evading and playing for time? Are they having a laugh? Afterwards you could discuss some of the events with the children to gain insights into their interpretation of events, rather than just to rely on your own.

Follow up

Understanding children's coping strategies can help us to be more sensitive to their needs when we make managerial decisions.

More in this chapter

• 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 coping strategies we use when teaching
• 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