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How can we identify the needs of particular groups of pupils? |
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Research taster
Behaviour audits help schools identify groups of pupils who have behaviours that are likely to interfere with their learning, and in some cases the learning of other pupils.  Identifying the pupils and the behaviour that is causing the problem can then help when looking for ways to tackle the problem. Have you noticed (or could you make use of data to identify) a particular group, or groups of students who seem to be falling behind in the classes you and your colleagues teach?
Your evidence
You may like to consider what sorts of things to look out for when you record incidents of ongoing ‘problem’ behaviour:
Conditions: When exactly does the disruption occur?
- Is it random or regular?
- Is it always the same child?
- Is it always regarding the same task?
- Is it always with the same teacher?
Characteristics: What exactly happens?
- Is it a verbal reaction?
- Is it a physical reaction?
Consequences: What are the effects?
- On the child, the teacher?
- On the class, the school?
- Do others join in, ignore, retaliate?
(Adapted from Reflective Activity Checklist 11-2f)
Moving forward
When you reflect on your evidence what kinds of patterns emerge? Are the behaviour patterns related to the pace or the content of lessons? Do problems arise because of pupils’ low self-esteem or lack of social skills? Would you find it helpful to investigate strategies you could use to help these pupils, such as some kind of group therapy or nurture group approach? Are there ways in which other professionals such as learning mentors might be able to help in this?
 Find out more
Cooper, P. et al (2000) Positive Alternatives to Exclusion London and New York:
Routledge/Falmer
Hallam, S., Castle, F., Rogers, L., et al (2005) Research and Evaluation of the Behaviour Improvement Programme Research Report RR 702, London: DfES
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