The following reflective journal considers those aspects from the course sessions and reading material related to ‘effective teaching and motivation’, ‘managing challenging behaviour’ and ‘assessment for learning’, giving careful consideration to their impact on the enabling of ‘effective teaching’.

Motivation plays a crucial role in effective teaching since pupils not motivated to learn are more likely to misbehave and consequently if the teacher does not manage that misbehaviour the effective learning of all pupils in the class can be negatively affected (Capel et al, 2003: p 103). However, experience and observations during the GPS session (29 September, 2003) have led me to consider that there is actually no particular correct approach to motivate pupils to learn. Capel et al (2003: p 113) suggests that this is mainly due to the fact pupils, like adults, need to feel that they are individuals and not just part of a group and I have confirmed this in my lesson observations.

Capel et al (2003: p 113) lists a number of means by which pupils may be mot

Effective planning, appreciation of learning styles, classroom management and all the elements to do with motivating pupils are key aspects to avoiding disruptions in the classroom. From an ICT perspective, the layout of the classroom is an important consideration to the management of the class. In that regard Kennewell et al, (2003) emphasises the need to identify: What is the focal point of the room? Are there any blind spots or seats where pupils will have their back to you? Where will bags and coats go? Are you able to move around the room? If you give support to a pupil will you lose sight of the rest of the class?

For teaching to be effective assessment must happen continuously and in order to maximise learning and ensure progress it is necessary to provide constructive feedback (Kennewell et al, 2003: p 113). This type of assessment is known as formative and can play a crucial role in the continuous motivation of pupils as opposed to summative where the assessment is done at the end of a unit or year or key stage (DFES, 2003). From my own observations, when teachers and peers provide quality feedback, pupils are motivated to take ownership of their learning and given the ability to progress (QCA, 2001).

Some topics in this essay:
Challenging Behaviour, Motivation Motivation, Assessment Learning, Conclusion Developing, Teaching Introduction, et al 2003, al 2003, et al, capel et al, capel et, pupils motivated, effective teaching, Journal Task, al 2003 113, effective planning, trainee teacher, 2003 113, Effective Teaching, discipline control, al 2003 116, kennewell et al, kennewell et,