Classroom Behaviour: A Practical Guide To Effective Teaching, Behaviour Management And Colleague Support

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It really is important not to hold things in and think that you’re the only one that’s struggling – because there are natural struggles in our profession, particularly if we’re in more challenging schools. So, it’s crucial in those first few weeks, if things are not working out as well as you’d hoped and you know that there are issues with individual students or even the whole class that are not working well, it’s absolutely crucial to ask your colleagues for support – both that moral support but also that practical support and guidance. Sometimes that might even mean teachers working together sometimes with more difficult classes. use of cues for whole-class discussion and questions and use of teacher cue(s) to initiate whole-class attentionat any stage. Be an Assertive teacher: This teacher expects compliance but refuses to rely on power or role status to gain respect. The teacher plans for discipline, uses clear, firm direction and correction, but acts respectfully, keeping the aims of discipline clearly in mind. I notice you’re playing football in the infant area.” This descriptive cue raises the students’ behaviour awareness.

The language of discipline needs to be based on the core rights and responsibilities of students and teachers, and these should be discussed during our critical first meeting with a new class. It is essential that our students understand what we mean when we talk about: Teacher: “Maybe not – but we’re all clear on the rules about that aren’t we..and I’d like you to help me out next time, Thanks. ” If a student hasn’t got a pen in the first few lessons, I provide him with what he needs. If after several lessons it’s clear this is more than forgetfulness, we will need to work with the student on a one-to-one plan to enable his responsibility (see Rogers, 2011). In the classroom itself we never argue about why a student hasn’t got the necessary equipment. Two students who are supposed to be working silently are chatting. When you instruct them to work silently they respond by complaining, stating that they are not the only ones talking. Ignore their statement, restate your instruction and move away.Bill emphasised numerous times the futility of teachers asking a questions in any behaviour leadership situation. Futile questions could be ‘Why are you calling out?' or ‘Why can't you just be quiet?'. He emphasised being descriptive with a short sentence such as ‘Ashley, you are calling out.' This raises the student's behavioural awareness. You can then go on to be directive, ‘We raise our hand if we'd like to answer a question.' The Responsibility TheoryPurje developed is a consideration in classroom management and takes into account ten precepts associated with personal intellectual interpretive engagement and the associated cognitive and behavioural application. Purje's theory has two broad social goals. One is the personal application of the theory; where the goal is to inform individuals that through their own analysis and reflection of the Responsibility Theoryprecepts, the student will hopefully begin to develop and apply their individualised self-empowering possibilities. The second goal is to achieve "enduring, positive classroom-centred academic, behavioural, personal, social and pedagogical outcomes" (Purje. R, 2014). The intended outcome with the second goal in mind it to inform, and empower both teacher and student equally while at the same time informing the teacher and student about their personal responsibilities (Purje. R, 2014).

This refers to the establishment phase with a new class. Right from the start, anything you allow becomes established as allowed; and anything you challenge is established as unacceptable. The classic is noise level and off-task talking. If you do not challenge students who talk while others talk, you establish that this OK; it is no good getting bothered about it later… Similarly with noise level. If you ask for ‘silence’ and then accept a general hubbub – then your message is ‘silence means general hubbub’. If you want silence – you have to insist on it. Bill Rogers is great on this whole area of planning for behaviour; investing time in setting up routines – a signal for attention, how you come in and out of the classroom, the noise level. Talk about it explicitly and reinforce it regularly. The start of a new term is a good time. Repair & Rebuild: the imperative to work hard to build and repair the damage that is done when things don’t work out. In this revised and updated edition of Bill Rogers' bestselling book, the author draws on his extensive experience as an educational consultant and trainer to help teachers and managers develop a whole-school strategy for dealing with student behaviour.I think it’s important that the teacher has a seating plan and they decide that plan on their understanding of their students within their team, and they can modify that seating plan as time goes on. Have friendship group groupings only on particular occasions, because kids have got plenty of time to play with their best friends outside of classroom time and we need to make that clear to them, that this is not merely a place where we sit with our friends during classroom teaching and learning time.