Unable to accept The child has a reputation within the school of having behaviour problems, blame/ consequences and before he was in my class I had a few run ins with the child where he Unpredictable of actions would refuse to come into the school from the playground. (p.1 line 5-10) Fluctuations in behaviour His behaviour however improved at the very end of Year 4, which Difficulties with continued at the start of year 5. Gradually his behaviour slackened, he transition times started to talk more in class and the more he got told off the more he got Difficulty managing aggravated and would complain, become noisy and reluctant to do any powerful emotions/ work. His noise level and presence would distract and sometimes upset, anger/ shame occasionally to tears, some of the other children. This brought my Difficulties with relationship with the child to the lowest point as I would be quick to stop unfamiliar staff him talking, further upsetting him and it quickly escalating. (p.1 line 10-23) He has a problem with accepting blame, and would never admit he was wrong literally to the point once where he got angry and kicked a chair because another child got upset that he had called them a name. (p.1 line 23-28). Superordinate Subordinate Themes Emerging Themes Evidence from transcripts Theme 2 Frustration For my teaching I felt that I had wasted a lot of time in this child’s Irritates staff behaviour and others were now more deserving (p.4 line 111-114) Annoyance Irritation Lost cause Time waster New strategies systems I was at the point where he was affecting others education and this had to needed stop. I empathised with his situations and understood where he was Frustration with current Unmotivated by current coming from on most things (he did get told off the most, but he was systems rewards/ systems louder, would continue arguments and not accept blame) but for me it was Telling him off more about rebuilding a working relationship with this child where he would didn’t work respect classroom rules. (p.2 line 35-45) Vicious circle
Unpredictable Unable to accept blame/ consequences of actions Fluctuations in behaviour Difficulties with transition times Difficulty managing powerful emotions/ anger/ shame Difficulties with unfamiliar staff The child has a reputation within the school of having behaviour problems, and before he was in my class I had a few run ins with the child where he would refuse to come into the school from the playground. (p.1 line 5-10) His behaviour however improved at the very end of Year 4, which continued at the start of year 5. Gradually his behaviour slackened, he started to talk more in class and the more he got told off the more he got aggravated and would complain, become noisy and reluctant to do any work. His noise level and presence would distract and sometimes upset, occasionally to tears, some of the other children. This brought my relationship with the child to the lowest point as I would be quick to stop him talking, further upsetting him and it quickly escalating. (p.1 line 10-23) He has a problem with accepting blame, and would never admit he was wrong literally to the point once where he got angry and kicked a chair because another child got upset that he had called them a name. (p.1 line 23-28). Superordinate Theme 2 Subordinate Themes Emerging Themes Evidence from transcripts Annoyance Irritation Frustration Irritates staff Lost cause Time waster For my teaching I felt that I had wasted a lot of time in this child’s behaviour and others were now more deserving (p.4 line 111-114) Frustration with current systems New strategies systems needed Unmotivated by current rewards/ systems Telling him off didn’t work Vicious circle 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)