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Punctuality in class (part 1)

Teaching in the 16+ arena often means adapting some behaviour management to be more ‘equal’ (ie adult to adult). So as a newbie teacher some decades ago, when it was recommended to me that I stand at the door to greet my students I ignored this advice, believing that it was something that should be kept for the young ‘uns.  I preferred to busy myself in class while my students arrived.

But for many of my students, the initial euphoria of college life wore off, and the arrival on time became less important for some of them.  My diligence in dealing with those who preferred to linger in the corridor or dawdle to class was non-existent.  I was faced with poor punctuality and very few ideas about how to deal with it except to complain, berate, or discipline.

One day I happened across a teacher standing outside their open door, big...

FREE behaviour hacks videos from Hilary Nunns

 

Sometimes you come across behaviour situations in class and around corridors which can be easily fixed with the right words. But so often those words fail you!

We've created several 60 second videos to give you some smart ideas to help managing behaviour in class (and elsewhere!).

Each tip takes just around 60 – 65 seconds to view, but can give back so much teaching and learning time if applied well (and avoid low level disruptions).

Included are:  verbal strategies, take up time, hand gestures, time keeping, dual coding (to name a few).  They are completely free.

Click on the picture below to watch Behaviour Hack #1.

 

To see the rest of the free series click here.

What is the point of a video course?

 

A number of our courses take shape in the form of a webinar or video.

Why is that?

From both anecdotal evidence and scientific research we know that information is more easily absorbed with dual coding. Put simply, dual coding means that your brain can store more information in more areas of your brain. (See this video for a great explanation).

“While traditional training tools such as lectures, documents, and PowerPoint presentations may appear to be effective at getting information across, comprehension tests show that much of that information is quickly forgotten. In contrast, video is a visually stimulating medium that boosts training content by upping viewer engagement and improving the learner’s ability to comprehend concepts and details and remember them longer...”

(http://www.vidversity.com/6-reasons-we-focus-on-video-for-learning/)

 We also know that after a long day in the classroom, watching a video can be less taxing. You may...

Are your students getting the better of you?

 

 

In her book Getting the Buggers to Behave , Sue Cowley talks about many aspects leading to student misbehaviour.  She describes the ‘Cardinal Sins’, unintentionally shown towards students, by some teachers.  Possibly ALL teachers at some time or another (after all, you’re only human) .....

 

  • Winding them up
  • Being vague or uncertain
  • Being rude
  • Overreacting
  • Being confrontational
  • Being bad tempered
  • Being negative
  • Being boring

 

It’s easy to say that the golden rule is to be consistent, but there are days when your students might be getting the better of you, and you fall into the trap of behaving in a way which is incongruent with the behaviour you’d like to see.

 

This is especially true of life in FE, where students will test you while they travel the bumpy terrain from youth to adult.

 

But if you recognise any of the...

Fidget cubes and spinners

 

 

The recent publicity around the blanket ban on fidget cubes and spinners in class at some schools has caused me to send a silent wave of sympathy to anyone who knows a learner with ADHD. Or in fact any young person who is fabulously wriggly for no particular reason in every given environment (but particularly the classroom).

The fidget cubes and spinners were designed to enable an outlet for restlessness (or boredom) which is often a side effect of ADHD. But the resultant ‘craze’ of these amongst school children, and subsequent ban, has been rather detrimental to those 6% of pupils who could really benefit from using them.

In January 2017 I wrote a blog An ADHD Agony – Fidgeting in Class which gave a short scenario of a real-life pupil who needs to fidget.

Research has shown that people...

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