"Why Don't You Just Get Stuffed ?!?"
Attitude is everything. Don’t believe me? Some people are blessed with a super positive attitude, but unfortunately most of us have to work to maintain one. Attitude has played a huge part in all our development, and I believe that studying emotional intelligence and mind-set helps it to become stronger every day. Especially if you are a teacher.
Peter Salovey and John D. Mayer coined the term 'Emotional Intelligence' in 1990 (although this may have been earlier used by Michael Beldoch in a 1964 paper).
Salovey and Mayer described it as "a form of social intelligence that involves the ability to monitor one's own and others' feelings and emotions, to discriminate among them, and to use this information to guide one's thinking and action".
To maintain a positive attitude and make it easier to monitor our own feelings and emotions, you ought to hang around with...
There are many interesting components to behavioural psychology, and none more so than Skinner's Operant Conditioning. Have you ever wondered how and why some people can sit at an expensive one-arm bandit for hours on end and yet feel compelled to carry on?
In 1938 a behavioural psychologist B.F. Skinner coined the term operant conditioning which roughly means changing behaviour by the use of ‘reinforcement’, to increase the probability of a behaviour being repeated. When you have the desired response, you reinforce it. This is broken into several sub-classes, including the well-known term of positive reinforcement.
So you’ll often hear of teachers ‘ignoring the negative behaviour and praising the positive behaviour’.
In class, this means (possibly) that the teacher may strongly acknowledge the children who have followed instructions and are working well.
“That’s great James and Catrina, you’ve got off to a good start and you're really working well.” James and Catrina are more...
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.