I was at the point where he was affecting others education and this had to stop. I empathised with his situations and understood where he was coming from on most things (he did get told off the most, but he was louder, would continue arguments and not accept blame) but for me it was more about rebuilding a working relationship with this child where he would respect classroom rules. (p.2 line 35-45) MR P POST – Superordinate Subordinate Themes Emerging Evidence from transcripts Theme 1 Themes Improved relationship After the circle my relationship with the child improved. I felt I had a plan in Increased confidence place to improve the behaviour and that with time it should lead to a Confidence Empowerment child’s More control pleasant end to the year. (p.2 line 46-50) Circle made teacher feel more secure/ in The child and I discussed possible arrangements for a behaviour reward control system. He was very reluctant at first and accepted to have a system in Empowerment place once I told him we would design it together. He wanted something Teacher more in control very simple, discreet, and something the other children We wouldn’t know. More control over ended up with a table separating each part of the day for a whole week. If classroom he got told off in that lesson he would get a cross and he had to have less Increase teacher than five crosses in a week to receive his reward (initially this was time confidence in with Dad, this turned into an extra £1 pocket money after a couple of managing/ supporting weeks). I was to tell Dad how he had done, or the child whenever nobody child else was around. The child actually completed and received his reward every week apart from one. I know this was an improvement on his normal behaviour as there is a class system in place for behaviour and he would very, very rarely receive a house point at the end of the day which meant that he had to have been told off somewhere during that day. He was going full days without crosses during this reward system. The only week
I was at the point where he was affecting others education and this had to stop. I empathised with his situations and understood where he was coming from on most things (he did get told off the most, but he was louder, would continue arguments and not accept blame) but for me it was more about rebuilding a working relationship with this child where he would respect classroom rules. (p.2 line 35-45) MR P – POST Superordinate Theme 1 Subordinate Themes Emerging Themes Evidence from transcripts Confidence Empowerment Improved relationship Increased confidence More control Circle made teacher feel more secure/ in control Empowerment Teacher more in control More control over classroom Increase teacher confidence in managing/ supporting child After the circle my relationship with the child improved. I felt I had a plan in place to improve the child’s behaviour and that with time it should lead to a pleasant end to the year. (p.2 line 46-50) The child and I discussed possible arrangements for a behaviour reward system. He was very reluctant at first and accepted to have a system in place once I told him we would design it together. He wanted something very simple, discreet, and something the other children wouldn’t know. We ended up with a table separating each part of the day for a whole week. If he got told off in that lesson he would get a cross and he had to have less than five crosses in a week to receive his reward (initially this was time with Dad, this turned into an extra £1 pocket money after a couple of weeks). I was to tell Dad how he had done, or the child whenever nobody else was around. The child actually completed and received his reward every week apart from one. I know this was an improvement on his normal behaviour as there is a class system in place for behaviour and he would very, very rarely receive a house point at the end of the day which meant that he had to have been told off somewhere during that day. He was going full days without crosses during this reward system. The only week