Successful behaviour management in the classroom depends on a number of factors, but it is possible to single them out, one by one, and make positive changes to our own approach.
There’s a lot of negativity around the language which we use, in the mistaken belief that if we keep reminding students what they SHOULDN’T be doing, they will eventually get the message.
And if they don’t comply, we follow it up with discipline, stepped to the point of detentions and temporary exclusions.
I believe that the initial stages of classroom management starts with openness and expectations, a real understanding of what is important and fair.
I haven’t yet met a teenager who doesn’t have a perception of injustice, so if you make your rules ‘pointless’( in their opinion), and then match it with ‘extreme discipline’ (again, in their opinion), you’re in for a bumpy road.
Think about this. If we see signs everywhere, “No...
After a recent working visit to an international school in South Korea to provide behaviour and classroom management training, a number of points resonated with me.
In all my dealings with teachers and support staff in the UK, one of the first points of call will be the expectations of behaviour in class.
Now I know that we call them “Rules” or “Routines” or even “Classroom Culture”, but essentially they are the Do and Do Nots of behaviour in class.
Almost at the top of the standard rules (in my experience) and only pipped possibly by ‘no mobile phones’ and ‘no swearing’, comes the rule ‘no eating or drinking in class’.
I also believe that drinking in class should be a given – hydration improves memory function and retention. I recognise that bottled water is acceptable in many UK classrooms, but not in all. Why is that?
So imagine my surprise when the eating...
This week a vast number of teachers will be returning to secondary schools and to colleges with a mixture of vigour and panic. That’s not ALL teachers of course, but there are countless numbers who fall into this category.
I know this to be true because I’ve been one of them.
To qualify this, teachers of teenagers will be having a particularly tough time. I’m not disregarding the incredibly challenging early years and primary sectors, but with impending decision-making for GCSEs for year 9 and looming GCSE finals for years 10 and 11, the constant quest to improve self esteem for a huge quantity of teenagers in secondary school is an uphill struggle.
Also, tutors in college will be dealing with teenagers who may have found themselves disenchanted with their college studies, perhaps they struggle with the volume of work for their A Levels, or with the continual assessment of BTEC.
I love New Year, not just because it beautifully rounds off a family-orientated period of the year but also because I’m able to shift gear a little.
It’s a puzzle why this seems to be a profound time for self-realisation (after all, it’s only another day, right?) but it never fails to be so. I suppose this is due to being more rested, full to the brim of my favourite foods, and have had time for reflection.
Since starting my training business in 2010, the challenges and goals are mostly professionally related and the fire gets right back in my belly.
But this year it seems that there’s more belly for the fire in it, so I’m trying to carefully place a realistic ‘food challenge’ for the next few months, too.
It’s hilarious to imagine following some of the structured eating plans which abound on TV adverts and magazines, particularly as I also...