Design and implementation
The module was designed with the visit to the pupil referral unit at its core. When this was repeatedly postponed a whole section of the learning outcomes was lost. It was no longer possible to observe another context within the time scale of the module. This shifted the focus of the module from the main emphasis being on the external - the literature and the 'other context' (PRU) to a tighter focus on the classroom context.
In order to get the module completed in the time allowed a new learning activity was added. This was based on reflecting on a staff meeting. So although one learning outcome was lost another was added.
The new learning outcome was:
to be able to place my experience within the wider context of the whole school.
The other learning objectives were broadly met. The small scale of the action enquiry allowed the fairly narrow parameters of the module to be met in a context where one has very little control. It is important for the action researcher to chose a subject that is within their power to control and this remains a major issue for this researcher. The choice of first person research allowed for a fairly high level of autonomy.
The choice of behaviour management as a field of enquiry did however become problematic as it became clear that this is really a whole school issue and action can really best be taken at that level. The actions of an individual TA during their interactions with pupils are only one tiny part of the child's day. The TA may be called away to other duties at any time and so consistency and the ability to stick to plans made are problematic.