Collaborate and create:co-designing a calmer classroom with children Using children’s views in the preparation of training and development resources for student teachers.

Dr Debbie Holley, Centre for Excellence in Learning, Bournemouth UniversityDr Philip Howlett, Department of Education, FHSCE, Anglia Ruskin UniversityDr Nick Rudman, Maylandsea Primary School

Aims of the project• Develop an open education resource (OER) for trainee

teachers, education students and newly qualified teachers

• Building a bridge between the real classroom and university-based reflective practice

Context of the study• Behaviour management is one of the biggest concerns of

trainee or newly qualified teachers (NQT)• Most NQTs or recently qualified teachers get little continuing

professional development (CPD) relating to behaviour management

• Little is heard of the ‘pupil voice’ when looking at behaviour management

The co-designed website•Real life scenarios linked to interactive resources designed to prompt reflection

• (insert web site image and link)

The co-design workshop• Consists of collecting the

information generated by the participants, observing how they created their ideas about classroom behaviour, and is a feature of Design Based Research (DBR)

The co-design workshop• The participants for the

workshop were 8 pupils, the 2 class teachers, and the researchers

• The pupils were initially asked “what bothers you the most about behaviour in the classroom?”

Initial thoughts of the children…(Steps 1 & 2)

The most common themes…(Steps 1 & 2)

Talking/chatting/shouting (41%)

Making a noise - other than talking & shouting out (15%)

Fidgeting (15%)

Not listening (11%)

Holding up the class (11%)

People or chairs knocking into you (7%)

Think of a project you would like to work on…Who would your stakeholders be?

Ours were:• the headteacher, • parents, • School Governing body, • pupils, • teachers, • ‘gatekeeper’ receptionist, • university ethics committee, • Anglia L&T (who funded our University

Teaching fellowships), • our own department.

The development of the scenarios…(Steps 3-8)

Scene 1: The teacher explains what we’re going to be doing in the lesson and giving some examples on how we could do it. Then she chooses the groups.

Scene 2: The activity starts and everyone gets into their groups.

Scene 3: One child is clearly not listening and is walking around, making jokes, being silly and disruptive.

Scene 4: The teacher realises that he’s not been listening and tells him to go and help his group.

Scene 5: The child goes back to his group and starts playing around with the equipment and damages it.

Scene 6: The group gets angry and says that they will tell the teacher and then the unfocussed child calls them names like a ‘snitch’ or a ‘grass’ or whatever and that stops the group from learning because the child is being disruptive.

The final stories and filming…(Steps 9 & 10)Scenario 1 Not engaged and distracting othersScenario 2 Frustrated and angryScenario 3 Annoying noisesScenario 4 Whispering and gigglingScenario 5 Wasted time in classScenario 6 Giving silly answersScenario 7 Getting away with itScenario 8 Group chatting rather than group workingScenario 9 Falling asleepScenario 10 The book tussle

The extra activities…• The format of the videos• Short activities• Videos of experienced staff• Links to relevant documents

Feedback – your thoughts for co-design projects?

Any questions?

Acknowledgements• Anglia Ruskin University Teaching Fellowship funding• The staff of Maylandsea Primary School• And, especially to all the children of Owl Class (2014/15)