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

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Lecturers, why waste time waiting for the post to arrive? Request and receive your e-inspection copy today! BR: I remember years ago when I first started teaching there used to be a phrase teachers would sometimes hear ‘don’t smile until Easter’, which is absurd really. We have to build a relationship, teaching is a relational dynamic journey with your students, it’s not simply a little learning factory. Whether we like it or not, the relationship we build will be there whatever – for good, bad or worse. We have to establish a relationship with our children.

This exciting new edition of the best-selling and beloved teacher's companion looks at the everyday behaviour issues facing teachers working in today's classrooms. Describing real situations and dilemmas, Bill Rogers provides theoretically sound strategies and best practices to support you in meeting the challenges of the job, as well as building up a rapport with both students and colleagues to enable positive and productive learning environments.When asking questions in discipline (and management) contexts it helps to use direct interrogative forms “What…?”, “When…?”, “How…?”, “Where…?” rather than “Why…?” or “Are you…?” This enables the student to focus on what they need to think about or do relative to the context of the question. The two most common questions asked in this regard - both in and out of class - are “What are you doing…?” or “What is our rule for…?”, followed by “What should you be doing?’ If a student whinges or argues we find it helpful to refocus to the main issue at that point, sometimes adding ‘partialagreement’, as in the playground incident. 5. Clarifying consequences

So, colleague support I think is crucial in the beginning part of the year. And also many, many schools plan well for that critical establishment phase so it’s not as if beginning teachers are going in unprepared or ‘blind’ if you like. Many, many schools now do plan for that phase so that teachers are more prepared, and preparation of course is crucial to those beginning relationships with that natural anxiety that we all have with a new class. Sounds like you know the fair rule fellas. Enjoy the rest of playtime.” They walked off muttering, eyes raised and frowning. We tactically ignored this natural frustration.As a part of the Responsibility Theory, Purje includes the rules that he uses when teaching as well as the classroom behaviour procedures that accompany these rules. Ragnar Purje's classroom rules are: On playground duty I noticed five lads playing football in the infant area of the playground. Their large, physical, spatial presence was making it difficult for the infants to play there. I walked over and introduced myself as visiting teacher. I asked them how things were going - a polite, social opener. I got a mixed, partly sulky, “OK”. I’m sure they knew, I knew they knew that they’d been ‘rumbled’. Basically I was just being ‘relaxedly vigilant’. This avoids the horrific teacher domineering – “come here Boy!” nonsense. Simply, “Michael…(pause to gain attention)… come up here a sec please.” Then deliberately look away… talk to someone else. Michael will come. He just will. In his own time. It works – try it. It also works in the corridor. “John, come over here for sec please… then walk away to a private area, away from peers. John will follow – and not lose face.” You can then have a quiet word about the behaviour without the show-down. Robert Marzano is one of the leading theorists that will be discussed in more depth in this section. He is a leading researcher in education and is author of over 30 books and more than 150 articles on topics such as instruction, assessment, writing and implementing standards (Marzano Research, 2015).

He has written a number of books on behaviour management, discipline, colleague support, and teacher stress. I notice you’re playing football in the infant area.” This descriptive cue raises the students’ behaviour awareness.According to Rogers, the first few sessions with a new class are crucial for setting the right tone, as are the first few minutes of any lesson. If you can get off on the right foot from the moment that your students walk through the door, he suggests, you can improve your chances of staying on top of behaviour throughout the lesson. So, we begin with the right and then look at the basic behaviours that ought to express that right in an age appropriate way. Podcasts where Bill explains his ideas and ethos in more detail as well as answering teachers' FAQs We always distinguish between our characteristic use of language in discipline and bad day syndrome. We all have bad days, as do our students. We’re obviously fallible. What our students remember is our characteristic language as a key feature of our relationship with them. If the student refuses to co-operate with the fair direction, reminder, or directed choice and his behaviour is clearly affecting the learning and safety of others, we will need to be more intrusive and apply clear, firm and calm time-out measures.