Teaching for Promoting Positive Behaviour

By the end of this chapter you should be able to: Know how to establish and maintain a learning environment and lesson climate which promotes positive behaviour Understand the importance of school and department policies and practices for promoting positive behaviour Appreciate the need for rules, rewards and consequences Know how to develop relationships that support teaching for positive behaviour

Refining and Redefining Practice: Towards Pedagogy of Risk Taking to Support the Progress and Development of Trainee Physical Education Teachers

One question I frequently asked as a PE teacher educator was ‘How do I support my trainees to teach better lessons?’ Many were already good teachers or better as they approached the summer term. Upon consideration one way became clear, this being when teachers moved out of their comfort zone and took risks. Supporting all trainee PE teachers to teach ‘better’ is a priority for teacher training providers. This being not only to improve practice but essentially to have greater positive impact upon pupil learning, engagement and experience within physical education. The notion of risk taking has often been forwarded by educators to promote creative and innovative approaches to learning. This notion is complex, not least because it is often associated with the more uncomfortable notion of ‘risk’ which poses ‘threats’ to pupils and perhaps teachers themselves. This workshop seeks to begin to define risk taking as pedagogic practice and outlines research findings of the benefits to trainee teachers of taking risks in their teaching. Three important influences were found; ‘Personal,’ ‘Work place conditions’ and ‘relationships.’ Findings also indicated that such practices increased pupil motivation and engagement in lessons. Interestingly, all physical education trainees who engaged with risk taking practice as research participants completed the training year as outstanding and were some of the first to gain employment. In moving towards pedagogy of risk taking for physical education teacher’s further research is needed. What would such pedagogy look like within and beyond initial teacher education

Developing and Maintaining an Effective Learning Environment

Developing and maintaining an effective learning environment in your lessons supports other aspects of your teaching by providing the best possible conditions to promote and support each pupil’s learning, progress and achievement and to prevent misbehaviour. This chapter is designed to help you develop and maintain an effective learning environment for effective pupil learning. Developing and maintaining an effective learning environment which promotes positive behaviour does not happen by chance. There are a multitude of factors to consider; in this chapter these are organised around the A.R.T. of positive behaviour management. Awareness of: yourself (self-awareness) in the way you present yourself; the lesson climate; why pupils misbehave. Relationships: knowing pupils as individuals; communicating effectively; promoting positive interpersonal relationships between teacher and pupils, and between pupils; and understanding the impact of praise and rewards on behaviour and the learning environment. Thoughtful planning to use time effectively, ensuring all pupils are challenged and can achieve the intended learning, and the management of the working space. The chapter is structured using the A.R.T. model

Risk-Taking and Professional Development: Physical Education Teachers’ Narratives of Experience

This study adopted an interpretive qualitative approach, using narrative inquiry to understand the experiences of early career physical education (PE) teachers who took ‘risks’ during their training year, and who had been teaching in schools. Narrative interviews were conducted with nine PE teachers who had engaged with a Risk-Taking Professional Development Programme (PDP) during their training year and who had been teaching for between two months and five years. Interviews explored the meanings, definitions and influences that participants ascribed to risk taking from their memories of the training year and once they began teaching in schools. The focus of the study emerged because in my role as a PE teacher trainer, I designed the Risk-Taking PDP to challenge trainee PE teachers to reflect critically upon their teaching and pupil learning and, move beyond their comfortable practices. Inspiration was taken from the Office for Standards in Education outstanding descriptor at that time, to ‘Take risks when trying to make teaching interesting, be able to deal with the unexpected and grab the moment’ (Ofsted, 2008, p. 1). The Risk-Taking PDP became a core component of the PE Teacher Training course in one UK Higher Education Institution (HEI) and was delivered to over 100 PE trainee teachers. An interpretive analysis located overlapping and interlocking themes which closely represented illuminative epiphanies (Denzin, 2001). Findings revealed that risk-taking became a central component of teachers’ practice during the training year. It encouraged critical reflection and developed trainee confidence. Epiphanic moments experienced by participants highlighted that adaptation, negotiation and resilience formed over time as crucial aspects of risk-taking. Once qualified and teaching in schools, key influences affected PE teachers’ willingness to take risks. These included; performativity measures, time, pupil behaviour and the influence of the subject community. Risk-taking was found to support personal and professional growth and, when influences in schools were positive, engagement with innovation and creativity continued. This led to further growth and learning for both teachers and pupils. This study provides new knowledge to inform the continuation of the Risk-Taking PDP and offers new insights for PE Initial Teacher Education and Training (ITET) practices. Furthermore, this study reaffirms the views of Clandinin and Connelly (2000) who argue for narrative being a three-dimensional space where temporality, sociality and place (context) influence thinking and learning and also, those of Dewey (1938) where experience and learning is transactional and always in relation to others and the social context. This study proposes a fourth dimension to risk-taking, a visional dimension where teachers visualise an ‘ideal’ situation and, is represented through the abstract conceptualisation of risk-taking holding a four-dimensional metaphorical space. This is represented through a geometrical shape, the Tesseract. This study suggests that the Tesseract Model should be utilised in schools to support early career teacher professional development, build resilience and encourage collaborative engagement in subject communities. Likewise, insights from a methodological approach, of narrative inquiry, that has seen a limited application in the context of PE provides a different and invaluable viewpoint in positioning the researchers’ and participants’ stories centrally

Food Resilience Toolkit

This toolkit is intended to help community leaders and technical support professionals assess and build food system resilience in their regions. The toolkit is available in English and Spanish and in written and video format. In the introduction, we explore the concept of resilience and the Community Capitals framework and suggest possible indicators of food system resilience. In Chapter 2, we outline four tools for assessing community advantages and challenges and developing plans to address them. These tools are: asset mapping, focus groups, nominal groups, and strategic planning. While many research techniques can be deployed for resilience building, we have found these four to be especially useful in building purpose-driven, directed initiatives that are responsive to community needs and assets. Chapter 3 explores the role of policy in building (or obstructing) resilience, and in responding to shocks. We take a birds-eye view of disaster experiences in both Vermont and Puerto Rico and review how political actors responded differently in each region. We use the Multiple Streams Approach as a lens for understanding how policy decisions happen and where there are opportunities to advocate for change. In the final chapter, we offer lessons from our own resilience research efforts in Puerto Rico and Vermont. We connect our findings with food system resilience indicators and community capitals to offer real-world examples of strengths and vulnerabilities in the face of crisis

Food Resilience Toolkit

This toolkit is intended to help community leaders and technical support professionals assess and build food system resilience in their regions. The toolkit is available in English and Spanish and in written and video format. In the introduction, we explore the concept of resilience and the Community Capitals framework and suggest possible indicators of food system resilience. In Chapter 2, we outline four tools for assessing community advantages and challenges and developing plans to address them. These tools are: asset mapping, focus groups, nominal groups, and strategic planning. While many research techniques can be deployed for resilience building, we have found these four to be especially useful in building purpose-driven, directed initiatives that are responsive to community needs and assets. Chapter 3 explores the role of policy in building (or obstructing) resilience, and in responding to shocks. We take a birds-eye view of disaster experiences in both Vermont and Puerto Rico and review how political actors responded differently in each region. We use the Multiple Streams Approach as a lens for understanding how policy decisions happen and where there are opportunities to advocate for change. In the final chapter, we offer lessons from our own resilience research efforts in Puerto Rico and Vermont. We connect our findings with food system resilience indicators and community capitals to offer real-world examples of strengths and vulnerabilities in the face of crisis

Johne\u27s Disease, mycoplasma and BVD in Utah - bulk tank milk testing and comparison to previous regional prevalence and individual herd results over time

Dairy herd-level prevalence of Mycobacterium avium subsp. paratuberculosis (MAP), causative agent of Johne’s disease (JD), Mycoplasma spp., and Bovine Viral Diarrhea (BVD) virus were estimated in Utah and surrounding states and compared to previous surveillance results. Milk was collected at 3-4 day intervals on 5 dates (duplicate samples) from each bulk tank on participating farms, samples analyzed separately. One frozen sample was shipped to a laboratory for JD/MAP testing with ELISA and real-time PCR, the other paired sample was shipped to another laboratory for mycoplasma and BVD testing. Mycoplasma was cultured on modified Hayflick medium, standard methods; BVD testing was real-time, RT-PCR. 151/209 (72%) eligible dairy farms participated. Farms detected positive (some had multiple diseases) were: 58 JD (38%); 4 mycoplasma (3%); 14 BVD (9%). Sensitivity of testing was: 284/528 milks = 54% for JD, 17/61 = 28% for mycoplasma (lower than previous reports), 41/117 = 35% for BVD. Of 67 herds positive for JD in 2009, 28 (42%) remained positive, 14 (21%) became test-negative, and 25 (37%) were lost to follow up. Of 16 herds positive for mycoplasma in 2007, one (6%) remained positive, 8 (50%) became testnegative, and 7 (44%) were lost to follow up. Bulk milk remains a practical way to screen dairy herds for presence of JD, mycoplasma and BVD, provided that repeated sampling is used. Mycoplasma-positive herds were more likely to become test-negative in bulk milk in subsequent years than were JD-positive herds. Prevalence of BVD was similar to but slightly lower than previously reported

Caja de herramientas: Desarrollando resiliencia en el sistema alimentario

En esta caja de herramientas encontrarán guías y estudios sobre evaluación y desarrollo de la resiliencia de los sistemas agroalimentarios. La meta de este trabajo es que personas de la comunidad, líderes y profesionales puedan utilizar este material para que a través de la colaboración se pueda catalizar un cambio positivo en los sistemas agroalimentarios de sus regiones. Además, con el fin de lograr que este material educativo sea accesible se ha desarrollado tanto en manuscrito como videos, en los idiomas del inglés y español. En el Capítulo 1, se explora el concepto de resiliencia, el marco de los capitales comunitarios y se sugieren posibles indicadores de resiliencia en los sistemas agroalimentarios. Mientras en el Capítulo 2, se describen cuatro herramientas para evaluar las ventajas y desafíos de una comunidad. Estas herramientas son: mapeo de activos, grupos focales, grupos nominales y planificación estratégica. Estas cuatro son especialmente útiles para construir iniciativas dirigidas y orientadas a un propósito que respondan a las necesidades y activos de la comunidad. En el Capítulo 3, se explora el rol de la política pública entorno al desarrollo o la obstrucción hacia la resiliencia y como se desenvuelve esta ante amenazas que pueden llevar a una crisis. Para este caso se seleccionó investigar cómo los representantes de política pública respondieron ante las experiencias de desastres naturales en Vermont y Puerto Rico. Además, se utilizó el Enfoque de Flujos Múltiples como un lente para comprender cómo ocurren las decisiones políticas en estas situaciones y dónde hay oportunidades para abogar por el cambio. En el capítulo final, se presentan las lecciones que el equipo de trabajo investigó en Puerto Rico y Vermont. Por consiguiente, se conectaron los hallazgos con los indicadores de resiliencia del sistema agroalimentario y los capitales comunitarios para ofrecer ejemplos reales de fortalezas y vulnerabilidades frente a una crisis