The DFE 2013 published proposals to reform primary schoolassessment and accountability under the new national curriculum to give as manypupils as possible the knowledge and skills to flourish in the later phases ofeducation. These reforms to the accountability system for primary schools,alongside reforms to the national curriculum, set high expectations so that allchildren can reach their potential and are well prepared for secondary school.Two of the main principle included teacher-led assessment being a crucial partof effective teaching; the importance ofboth summative teacher assessment and external testing. The DFE (2013) suggestthat good teachers assess learners refylarly to inform teaching, providefeedback and communication with learners about their targetsA teacher must be aware of the types of learners within thegroup and how assessment can be made effective to suit the needs of individuallearners. Learners may be shy, fearful or lacking in self-esteem of feedbackinformation on work therefore it is imperative that a teacher is able to guideand motivate the learners within a positive learning environment. (Young, 2000)states that ‘There is a tendency forstudents with low self-esteem to take any comment as an indictment ofthemselves; high self-esteem students see the comments as bearing on their workonly’ Therefore, this stresses the importance of assessment within the teachingrole needing a good understanding of the dynamics of the learners in order forthem to flourish. Another important factor within the role of a teacher is assessmenttechniques. Therefore, it is important to have a good understanding of thedifferent types of assessment methods to use.
Summative assessment records theprogress of learners after teaching or completed work by pupils in the form of examor grades. Formative assessment involves practice within a classroom whichcollates evidence of students achievements through questioning, collaborativework, marking etc. Many educational researchers recognise the benefits offormative assessment (Black and Wiliam 1998; Stiggins and DuFour 2009; Wiliam2010). James H. McMillan asserts that classroom assessment “is the most powerfultype of measurement in education that influences student learning” (2013, 4). If the teacher has not got the order of a classroom this inturn leads to a disruptive, noisy and creates an unruly environment which couldquickly become a safeguarding issue as learners have the right to a safelearning environment. This can occur if a teacher lacks the knowledge ofdifferent learning styles of the students due to lack of experience. This is backedup by Muijs & Reynolds, 2005 who suggest that students will tend to misbehave if they arenot taught according to their needs.
Therefore, a teacher must always teach ina way that is suitable to the needs of all learners within a classroom. The VAKlearning styles determines a learners dominant or preferred learning stylewhich enables the learner to gain new knowledge in a way that is suitable andeasy to learn. This system can be a useful tool for a teacher if used inplanning, delivering and assessing lessons. Overall this will promote a moreengaged well-balanced learning, which in turn enhance behaviour managementwithin a classroom.
Berg and Shilts (2004), two of the pioneers of StrengthFocused Based Therapy (SFBT) founded the WOWW approach, which is an innovativeprogramme designed to improve the quality of education within the classroom.According to Berg and Shilts (2005), ‘by working and focusing on what alreadyworks in a classroom and by believing that change is possible and continual, itis the small, positive changes which can be built upon to bring greater andlasting change’. This suggests that, instead of removing disruptive pupils fromthe class or tackling challenging behaviours, the WOWW strategy can interveneat a classroom level which is more beneficial for both teachers and students.WOWW is described as a practical tool to help solve the everyday problems oftenencountered within the classroom environment and aids a teacher to utilisepractical behavioural learning which are based on respectful and cooperativeapproaches. Two of the main underlying assumptions of the WOWW philosophy are ‘teacherspositive influence on their students and their own pedagogy (Kelly -Miller, 2009). This therefore enhances a teacher’s classroom approachwithout singling out difficult learners and build allows the foundation for positiverelationships.
Thus, if a teacher does not follow the guidelines of proper behaviourmanagement strategies this could lead an increase in bad behaviour, resultingin lack of many of the learners needs not being met. One of the most important factors of the role of the teacherincorporates the behaviour management of a classroom. This is underpinned bythe QTS professional standard guidelines which states a teacher must ‘managebehaviour effectively to ensure a good and safe learning environment’ (GOV.UK,2013). This is achieved by a teacher establishing boundaries and ground rulesfrom the first initial meeting therefore a teacher will need to build up strongpositive relationships to reach decisions on how the learners needs can be met.
Trusting relationships builds upon respect between a learner and a teacher. Thisall contributes to a safe learning environment. A teacher can follow a settingsprocedure for behaviour management in a fair and consistent manner which empowersstudents to own responsibility of their behaviour and also identifiesexpectations of students as a whole school policy.