Please enable JavaScript.
Coggle requires JavaScript to display documents.
How home life effects pupils within a school. - Coggle Diagram
How home life effects pupils within a school.
School policies set in place to help provide support.
Pivotal moment idea
Noticed pupils behaviours altered, dependant on circumstances at home
Altered learning
motivation to learn declines
Extrinsic motivation.
Intrinsic motivation.
Emotion shifted
tired
stress
worried
hungry
confused
wanted parent/guardian
Attachtment theory
Life-long conequences
Can be altered
Positive role-models
Safe environment
Form of PTSD/trauma
Maslow's hierachy of needs.
importance of a parent-child relationship
facilitate guidance and learning
place of security
Teach right and wrong
Home-life and falling below the poverty line
PGA has a 49% pupil premium
Fall below the poverty line (CPAG, 2020)
Blanden and Gregg (2004) state that children from better-off families are more likely to stay in school and out of trouble.
Importance of communication with other staff/working collaboratively with parents and guardians.
Creating responsible citizens
Assertive discipline
Canter and Canter (2010)
Behaviour management
Knowledge to aid in providing a nurtuting and supportive environment for the pupil.
Comfort, they may not get at home.
Routine.
Structure.
Stability.
Nurture
What that means to me and my teaching identity: being inclusive.
How to remain inclusive
Equity
Fairness
Equality
What I have learnt.
The importance of structure and routine.
Teaching standard 4 (DfE, 2011)
Plan and teach well-structured lessons.
That children do not remain the same, situations change them and therefore, their reactions and thoughts and feelings. They do not know the difference between home and school and do not change their behaviour accordingly
Teaching standard 5 (DfE, 2011)
Adapt teaching to respond to strengths and needs of all.
Importance of behaviour management, it is key to learning.
Teaching standard 7 (DfE, 2011)
Manage behaviour effectively to ensure a safe learning enivornment.
How assessment highlights children's needs and how to then, implement them in future lesson plans.
Teaching standard 6 (DfE, 2011)
Make accurate use of asessment.
Talk to pupils parents and communicate any concerns a child has within class, to resolve and aid in any needs that are new or underlining and can be met or reviewed.
Teaching standard 8 (DfE, 2011)
Fulfill wider repsonsibilties.
Teaching standard 2 (DfE, 2011)
Promote progress.
Theories
Jacob Kounin’s classroom management (1967),
Albert Banduras social learning theory (1997)
Canter’s assertive discipline (2010),
B.F.Skinner (1974)
Jerome Bruners: support system (1977),
Lev Vygotsky (1978)