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    Critical Incident Reflection

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    The student teacher observed an incident where a boy became angry and swore at the associate teacher when called over to discuss an argument he was involved in. The associate teacher had the boy walk with her, which allowed his anger to dissipate. When questioned calmly, the boy was able to understand the consequences of his actions. The student teacher learned that different approaches are needed for different children, and that defusing anger first can lead to a more productive discussion of behavior.

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    Critical Incident Reflection

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    api-319190546
    170 views2 pages
    The student teacher observed an incident where a boy became angry and swore at the associate teacher when called over to discuss an argument he was involved in. The associate teacher had the boy walk with her, which allowed his anger to dissipate. When questioned calmly, the boy was able to understand the consequences of his actions. The student teacher learned that different approaches are needed for different children, and that defusing anger first can lead to a more productive discussion of behavior.

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    critical incident reflection

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    The student teacher observed an incident where a boy became angry and swore at the associate teacher when called over to discuss an argument he was involved in. The associate teacher had the boy walk with her, which allowed his anger to dissipate. When questioned calmly, the boy was able to understand the consequences of his actions. The student teacher learned that different approaches are needed for different children, and that defusing anger first can lead to a more productive discussion of behavior.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    170 views2 pages

    Critical Incident Reflection

    Uploaded by

    api-319190546
    The student teacher observed an incident where a boy became angry and swore at the associate teacher when called over to discuss an argument he was involved in. The associate teacher had the boy walk with her, which allowed his anger to dissipate. When questioned calmly, the boy was able to understand the consequences of his actions. The student teacher learned that different approaches are needed for different children, and that defusing anger first can lead to a more productive discussion of behavior.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    of 2

    Critical incident reflection

    Critical incident date: 18/11/15


    Description
    During my first teaching lesson on Wednesday the 18th of November I was teaching my
    preps, who are between the ages of 5 and 6, when I asked all of the girls to stand up to collect
    their paper. All seemed regular until a boy who is diagnosed with Autism stood in this same
    line with the girls. I had been previously told by my teacher that this child identifies with
    being a girl, but I had yet to see this occur, so this was a new experience for me. The
    appropriate way to deal with this situation is what Im looking at.
    Interpretation
    This event is critical to me because it is a situation that I hadn't had to personally deal with
    before, and because it is something that has been coming up a lot more in the media. It was
    also a very delicate situation due to the fact that the boy is also Autistic. What was interesting
    about the situation was how well all the students reacted to this event. I was expecting some
    teasing or other negative behaviour to occur, however, the children had accepted this boy as
    one who considered himself a girl, and even decided to mention to me that that is just him,
    he goes with the girls. Although their understanding of the situation was most likely quite
    limited, they still managed to respect his decision, as innocent as it might be, and continue on
    as if it was no big deal. This was profound to me as I know that if something like this
    occurred when I was in school the children, and maybe even the teacher, wouldve acted in a
    much more negative manner. When doing research I found that it is important to allow
    children with autism choices in regards to social settings, contacts and conversation
    (Magnusen & Attwood, 2005, p.57), therefore if this child wants to do what the girls in the
    class do, that is something that can easily be accommodated to as it isn't disruptive to the
    classroom.
    Outcome
    I have learned that children are very perceptive, even at an age as young as 5, and that they
    are able to acknowledge and understand that everyone is different and that these differences
    shouldnt make an impact on how we see them. It also makes me feel more prepared if Im
    ever faced with a similar situation, and makes me think about how I might teach my future
    classes with dealing with the unexpected in a positive way. From here I think its important to
    look further intro teaching children with Autism, and maybe even looking into ways that I as
    a teacher can introduce a sensitive topic to the class.
    References:
    Magnusen, C. L., & Attwood, T. (2005). Teaching Children with Autism and Related
    Spectrum Disorders: An Art and a Science. London: Jessica Kingsley Publishers. Retrieved
    from http://site.ebrary.com.ezproxy2.acu.edu.au/lib/australiancathu/reader.action?
    docID=10115260&ppg=1

    Critical incident reflection


    Critical incident date: 23/11/15

    Description
    While on yard duty with my associate teacher, an argument occurred
    between two children, with one being called over to the teacher to figure
    out the situation. The child who was about to be questioned was already
    quite angry from the event, and at being called over started to get more
    emotional and started swearing at my teacher for no apparent reason. Im
    examining this event as it isnt something that I had seen before, and
    because this childs brother is in my class, so itd be interesting to be
    aware of such behaviour.
    Interpretation
    The most interesting thing to note about this incident was how my teacher dealt with it.
    Rather than getting angry and fuelling the boys own anger, she simply told him to walk with
    her. At first this made him swear more but upon realising that that would cause him more
    consequences, he immediately stopped. After walking around for several minutes, his anger
    quickly disappeared, and in its place was a much more calm and reasonable person. After
    filling out a behaviour form, my teacher questioned his anger and his reasons for swearing at
    her when she didnt accuse him of anything, and told him the consequences of his actions,
    which he accepted much better after having walked off his anger. This child may or may not
    suffer from some behavioural issues, so I believe that by having him walk before questioning
    him, she was able to have him think more rationally, and have him realise the consequences
    of his actions on his own. One of the four components of effective classroom discipline as
    found by Boynton and Boynton (2005), is that there is a consequence to unacceptable
    behaviour, which can be shown in this instance. Although this was not in the classroom, it
    still occurred at school and was in front of a teacher, therefore the same rules apply.
    Outcome
    I have learned that every child responds to situations and consequences in different ways,
    with this child in particular becoming angrier when he knows he has done something wrong.
    This situations is something that can assist me in any future instances that have similar
    attributes, showing that there is no one way to properly respond to a situation, and that you
    need to be aware of how a child will be respond to you in order for them to properly
    understand the consequences of the situation and not repeat this behaviour/issue again.
    References
    Boynton, M. & Boynton, C. (2005). Educators Guide to Preventing and Solving Discipline
    Problems. Alexandria, VA: Association for Supervision and Curriculum Development.
    Retrieved from http://site.ebrary.com.ezproxy2.acu.edu.au/lib/australiancathu/reader.action?
    docID=10096111&ppg=3

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