Dave Fudge Lesson Study Barbara Priestman Academy
Preparing for the Learning Journey
I am employed as an Art & Design teacher at Barbara Priestman Academy which has
recently become part of the Ascent Academy Trust. I am currently in my third year of
teaching and was employed as an NQT at the school where I gained my QTS in 2012. I
deliver lessons in Art & Design, Graphics, Duke of Edinburgh, Humanites, and PSE across
key stage 3, 4, and 5.
Barbara Priestman Academy is a National Autistic Society recognised school with 95% of
its students upon the ASD spectrum who also have other SEN needs. The school role
currently has 110 students who join in year 7 and leave at the end of year 14 covering an
age range of 11-19 years of age, each class size is between 6 and 12 students. The
school curriculum is broad and creative offering students on P levels to A-Level many
opportunities to succeed and achieve nationally recognised qualifications. Alongside
GCSE qualifications in core subjects the school also offers BTECs, NCFE and Duke of
Edinburgh Awards in a range of creative, outdoor, catering and media fields. The
Academy also has a programme of internships based around media and catering
businesses. Barbara Priestman Academy is a recognised Thinking School ( the first SEN
school in the country to gain this status) and uses Thinking Maps, De Bono’s Thinking
Hats, P4C, and Dramatic Enquiry techniques extensively. The Academy has a behavioral
policy which employs the use of Assertive Discipline in all of its interactions with students.
Teachers at our academy were placed into study groups for the purposes of this research
and asked to consider and identify an area of focus that could have an impact upon the
learning of students in the school. The research was structured around a repeated cycle of
group lesson planning, observation, feedback and experimentation.The study group
consisted of four teachers at various points in their careers with one member acting as a
learning mentor drawn from the senior leadership team. Reflection upon the process,
experience and conclusions gleaned from the study was to be shared with the whole
school in the hope that it would address the above mentioned aim.
My mentor in the study group had over twenty years of experience in SEN and is trained in
the delivery of Assertive Discipline disseminating this knowledge to all staff through our
extensive training programme. Other members of the group had extensive years of
experience in a number of mainstream and SEN environments. I was able to draw upon
the teams experience finding their insight and guidance invaluable.
Through the process of our initial discussions and meetings we identified an area of focus
which we felt would have a significant impact upon learning in the academy that being the
employment of Assertive Discipline. The group had experienced first hand and through the
anecdotal reports of colleagues students whose focus and ability to learn was diminished
by their behavioral choices during lessons. Furthermore the students choices also
impacted upon the learning ability of peers often causing a climate of unrest and tension in
the classroom. In discussion we identified a particular student who represented an
extreme manifestation of these attributes who at times displayed verbally abusive and
physically violent reactions towards attempts made by staff to control undesired behaviour.
Undesired behaviour was displayed at a low level throughout many lessons and could
escalate into dangerous violent reactions if challenged by staff.
The group decided that the planning, delivery and analysis of results of the employment of
Assertive Discipline techniques would form the focus of the study. The members of the
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Dave Fudge Lesson Study Barbara Priestman Academy
group unanimously agreed upon the student that would form the focus of the study. We
wanted to analyse the positive impact upon learning that the employment of Assertive
Discipline could have upon this particular student and their peers. Through our training
and use of Assertive Discipline in the classroom our study group had a belief in the use of
this technique however we were keen to test this belief and share our findings with
colleagues.
A pro-forma for the observations was developed and agreed upon by the group in order to
assist us in the fair gathering of information and allow us to analyse our progress. Video of
the lesson observations was gathered discreetly without the knowledge of the study focus
individual. All evidence was consented to and stored securely within school, the
consultation of SEN Statements of all students involved was performed in order to be
sympathetic to their needs.
Actions
Timescales/
Key dates
Introduction to September
Lesson Study
2012
Resources/
Success Criteria
Comments/
People inc. Sources
amendments to plan
of support and
challenge
PowerPoint
Presentation
Head teacher
Introduction to
lesson study and
allocation of
groups
Gather research from
the internet as well as
key educational
journals and speak to
colleagues across the
Academy.
Research and
information
accessed. An
understanding of
lesson study and
how It can be used
to enhance
teaching
Agreement of
Group discussion on
focus for lesson
questioning in the
study
classroom and
assertive discipline;
decided assertive
discipline was to be the
focus.
All staff trained in Decision to focus on
Assertive Discipline. both questioning in the
Assertive Discipline classroom and
evident in all
Assertive Discipline.
aspects of school
life
Knowledge of
Decision to follow a
students who are year 7 tutor group and
causing disruption focus on one specific
to learning
student.
Lesson 1 jointly
planned
1day
Begin reading
and research
lesson study
September
2012
1 month
Initial meeting of 24th October
Lesson Study
2012
group
Lesson study group
Assertive
Discipline
training for
whole school
26th October
2012
Assertive Discipline
training manual.
Thinking maps and
hats
All staff
Analysis of
Behaviour
Watch
26th October
1 day
Lesson planning 7th November
meeting
2012
Behaviour watch
Behaviour support
manager
Lesson study group
Planning pro-forma
2
Group to meet and
decide a focus
Dave Fudge Lesson Study Barbara Priestman Academy
First lesson
observation
1 hour
Lesson study group
19th November Observation pro2012
forma
Lesson
observation
feedback
Support
meeting
19th November Lesson study group
2012
Lesson planning
meeting
Second lesson
observation
28th November Lesson study group
2012
1 hour
Lesson study group
5th December
20th November Head teacher
2012
Lesson study group
Lesson
5th December Lesson study group
observation
feedback
Mentor Meeting 7th December Mentor
discussion/update on
progress
Progress
19th December Lesson study group
meeting
Support
meeting
8th January
Lesson planning 9th January
meeting
2013
Third lesson
23rd January
observation
Lesson study group
TLA school leader
TLA submission (work in
progress)
Lesson study group
Lesson study group
Lesson
23rd January
Lesson study group
observation
feedback
Lesson planning 6th March
Lesson study group
meeting
Fourth lesson
8th March 2013 Lesson study group
observation
Lesson
8th March 2013 Lesson study group
observation
feedback
Mentor meeting 9th March 2013 Mentor
discussion/update on
progress. Advice on
written submission
Lesson planning 1st May 2013
Lesson study group
meeting
3
Assertive Discipline Everyone in the group
used throughout
after a discussion on
the lesson
questioning in the
Range of questions classroom and
used to encourage assertive discipline
higher order
decided assertive
thinking.
discipline was to be the
focus.
Feedback given Decided to focus on
by all observers.
one area rather than
two.
Clarity of focus
Changed focus to just
established
Assertive Discipline &
lesson observation proforma as the one we
used was not suitable
for what we wanted to
record.
Lesson 2 jointly
planned
Observation
objectives
recorded
Feedback given
by all observers
Clarity of purpose
reinforced and
support given
Focus refreshed,
timings planned
and diarised
Group
guided/directed
and supported.
Lesson 3 jointly
planned
Observation
objectives
recorded
Feedback given
by all observers
Lesson 4 jointly
planned
Observation
objectives
recorded
Feedback given
by all observers
Clarity of purpose
reinforced and
support given
Lesson 5 jointly
planned
Dave Fudge Lesson Study Barbara Priestman Academy
Fifth lesson
observation
8th May 2013
Lesson
8th May 2013
observation
feedback
Mentor meeting 14th May 2013
Feedback of
findings to
whole group
July 2013
Lesson study group
Lesson study group
Observation
objectives
recorded
Feedback given
by all observers
Mentor, further
Written submission
submission advice
progressing
TLA submission
disseminated to lesson
study group.
The Learning journey
I wanted to analyse and reflect upon the effectiveness of Assertive Discipline in my current
setting. I started the study with a belief in the technique, however I was open to
challenging this approach and to document its effect upon a student that was anecdotally
regarded by many staff as displaying extremely challenging behavior.
My previous knowledge and experience before joining Barbara Priestman Academy were
scant and based upon strategies observed and delivered during my teacher training
placements, lectures, and research that I had undertaken. Key texts at this embryonic
stage included “Learning To Teach in the Secondary School” edited by Susan Capel,
Marilyn Leaks, and Tony Turner and Geoff Petty’s Teaching Today in which similar ideas
to those of Lee Cantner (Assertive Discipline) are highlighted and discussed. In my training
placements I witnessed a variety of approaches to behavioral management that were
successful to varying degrees but received no clear guidance as to how to employ
effective techniques by mentors or colleagues.
The behavioural management culture and CPD at Barbara Priestman Academy provided
me with a clear and structured framework to begin to absorb, develop and internalize my
own approach to classroom discipline along the school policy of using Assertive Discipline.
This learning was supported by the employment of this technique between senior
leadership and staff in the promotion of a positive learning climate where I felt supported
and encouraged to learn. A belief in this technique has therefore been fostered by a direct
experience of it, as staff we recognise when we are subject to it but buy into its positive
effect.
At this stage of the study I also revisited Cantner’s Assertive Discipline 4 th ed in order to
refresh my understanding of its principles and techniques.
Rigor and pace were essential elements in the success of the study as was honesty and
confidentiality. Focusing upon the students reaction to Assertive Discipline techniques
rather than the teacher allowed us to be more critical and open to criticism therefore
promoting a climate of experimentation and risk taking in the planning and delivery of
strategies. The swiftness of feedback impacted upon the usefulness of the study where
ideas were explored discussed and available for implementation almost immediately, as a
developing teacher I was able to employ the successful techniques of my more
experienced colleagues making the study both academic and instantly practical. It was
refreshing to be placed in an environment of experimentation where one could make
mistakes and be supported with complete confidentiality and to experience each others
learning journey.
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Dave Fudge Lesson Study Barbara Priestman Academy
As previously discussed our groups belief in Assertive Discipline techniques was well
established before the study began however we experienced many revelations regarding
its effectiveness. Unanimously we felt that when Assertive Discipline techniques were
employed the quality of focus of the subject and his peers was increased this had a
positive impact upon learning in three very different classroom environments. It was also
established that an increase in the frequency of Assertive Discipline techniques had a
positive effect, we never experienced a moment of “overkill” where too much employment
of the strategy produced a negative effect. Constantly praising the subject students
desired behaviour had the desired effect of promoting more of the desired behavior, he
never became tired of pleasing the adults in the room.
Impact upon my practice
I have experienced a confirmation of my belief in the techniques of Assertive Discipline by
observing their use by more experienced colleagues and witnessing their positive effect.
Sharing their struggle to implement strategies that are both group planned, reactive, and
intuitive drawing upon years of experience and training gives me strength in my own
approach to creating a positive behavioral learning environment. I feel a sense of
camaraderie and belonging that is promoted by a belief in a school wide philosophy. I am
able to use Assertive Discipline in all my lessons every day secure in the knowledge that I
have witnessed its positive effects and feel confident in sharing this practice with
colleagues and students alike. I was also able to witness an effective involvement of LSA
staff in the use of Assertive Discipline and to focus upon how to allow this to flourish in my
own classroom practice.
Impact upon students
Student autonomy is promoted through the employment of Assertive Discipline where they
are in charge of their own learning, they make the choice to adjust their behavior, where
they know how to gain the praise that they crave. It is my belief that students want to do
their best, Assertive Discipline promotes this environment by drawing attention to this
desired behavior.
Students are able to adjust their behavior quickly without becoming the focus of negative
attention by giving them the space to adjust, more often than not they do, this allows them
to save face thus allowing learning to proceed quickly without the escalation of undesired
behavior.
Eventually students feel comfortable and safe in their learning environment anxiety is
reduced and students feel secure that they are making the right choices. A reduction in
anxiety allows the students to focus upon the required tasks, take more risks in their
thinking and promotes creativity, students share the best of themselves with their peers
and staff. Their ability to learn is increased.
Impact upon study group
The individual staff involved in the study experienced a confirmation of their belief in
Assertive Discipline and were able to share support in promoting camaraderie and group
identity, this has had an impact far beyond the confines of the study. Sharing and
observing each others practice has allowed the members to grow as professionals who
are more willing to take risks, receive constructive criticism and see their practice as a
learning experience which thrives upon experimentation, assimilation, and reflection.
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Dave Fudge Lesson Study Barbara Priestman Academy
Learning Breakthrough
During the feedback and discussions generated by the study focus I was able to learn
from colleagues with a vast knowledge of experience and training. It was particularly
beneficial to discuss the strategies that we planned that were unsuccessful and to suggest
possible solutions and experiments that we might explore. The members of the group were
at very different stages of their careers yet still able to learn and develop new approaches
and solutions to behaviour management. It was particularly refreshing to see this
openness to new approaches implemented by senior members of staff who approached
their careers with a willingness to keep learning on a daily basis. To see that level of
commitment is comforting, challenging and invigorating.
To be able to monitor closely and analyse the results of effective Assertive Discipline
focused upon one student is a revelation. It was observed that over a very short space of
time rapid improvement was seen in the student. The student was able to regulate their
own behavior and became increasingly more adept at adjusting their actions in order to
receive the praise and positive attention that was craved. The subject knew how to be
“good” and at times was an example of desired behavior that could be brought to
classmates attention. The anxiety levels of the class group that the student was a member
of were reduced and this promoted focus and learning.
I have been confirmed in my belief in the effectiveness of Assertive Discipline and feel
fortunate that I work in an environment that adopts a philosophy that I believe on an
intuitive level. Many of the techniques used in this approach once explored seem like
common sense, others (in my own case) are supported by revisiting Canter’s text
regularly, experimenting daily with approaches and most importantly being immersed in its
culture.
Being at the start of my career in teaching I feel that Assertive Discipline provides me with
a structure for behavioural management that promotes a positive learning environment for
everyone students and staff. I feel that I am able to take effective Assertive Discipline
strategies into every learning environment, be it a lesson, yard duty, after school club or a
residential visit. I also feel that it will be essential for me to revisit Canter’s text on a regular
basis so as to keep its guiding principles focused in my practice.
I intend to continue to use Assertive Discipline strategies at every opportunity in my
professional life, recently on an exchange with another SEN school in South Korea I was
able to share these strategies and experience their impact in the delivery of a number of
lessons there. I was able to discuss the philosophy behind Assertive Discipline with
colleagues from the UK, U.S.A. and South Korea. I am intrigued to experience the use
Assertive Discipline in a mainstream school and to examine its impact upon larger class
sizes.
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