NASUWT Doncaster - PowerPoint Presentation

Slide1

NASUWT DoncasterClassroom Management

‘Anyone who has never made a mistake has never tried anything new’

Albert EinsteinSlide2

Aims & ObjectivesTheme: To identify practical approaches to improve classroom management, pupil engagement and motivate learners.

Evaluate: a series of routine classroom management scenarios and share best practice in dealing with them.Slide3

3

Being an assertive teacher

“A teacher’s response has crucial consequences … it creates a climate of compliance or defiance, a mood of contentment or contention, a desire to make amends or to take revenge.”

(Chesterton, 1924)

C

onfrontation is rather like a lift,

the teacher

controls the buttons w

hich

determine which floor

you get off on!Slide4

4

Aristotle’s challenge

Aristotle in the

Nicomachean

Ethics

“Anyone can be angry – that is easy. But to be angry with the right person, to the right degree, at the right time, for the right purpose, and in the right way – this is not easy.”

Slide5

5

Teaching styles and learner behaviour

Assertive Style

Authoritarian Style

High sensitivity to learners’ needs

Over-indulgent / Permissive / Submissive Style

Neglectful / Passive Style

Low sensitivity to learners’ needs

Low expectations for learner behaviour

High expectations for learner behaviourSlide6

6

Prevention

Teach and establish rights, rules and responsibilities.Have a major focus on positive relationships and self-esteem.

Build rituals and routines for starting and ending lessons and for gaining attention.

Consider learner states and styles – play to their strengths – differentiate.

Develop scanning – intervene early and quietly.Slide7

7

Encouragement

Create a relaxed, peaceful environment.Have high expectations of all learners.

Achieve a 6:1 ratio of encouragement : correction

Use verbal and non-verbal encouragement.

Give clear instructions, positive feedback and set realistic targets.

Frequently ask yourself: “Why would learners want to return to my class?”Slide8

8

Consequences

Discuss when establishing ground rulesShould be fair, reasonable and related to appropriate behaviourEmphasise they are in direct response to learner’s choice

Certainty rather than severity

Offer some negotiation and opportunity to make restitution where appropriateSlide9

9

Repair and rebuild

Correction can erode relationships and damage self-esteem.It’s our job to develop and manage positive working relationships.

A simple acknowledgement of improved behaviour is often enough.

A friendly and courteous word as learners leave goes a long way.Slide10

10

Talk strategies

Don’t say “don’t”.Use “maybe…… and”.

Use calming tone of voice that conveys respect.

Emphasise you will hear them out when they have calmed down.

Preface your statement with an understanding of their point of view, then say, “however, I feel …” then say, “and I suggest” or “and I would like”.

State your request in positive behavioural terms.

Repeat your statement up to three times.

If negative behaviour continues, state the consequence and emphasise it is their choice.Slide11

Seating Plans: The Attention ZoneSlide12

Blank

Name box

Name box

Name box

Name box

Name box

Name box

Name box

Name box

Mr. Huggins

History

Name box

Name box

Name box

Name box

Name box

Name box

Name box

Name box

Name box

Name box

Name box

Name box

Name box

PC

Desk

IWB

Whiteboard

Door

Name box

Name box

Name box

Name box

Name box

Name box

Name box

Name box

Name box

Name box

Name box

Name box

Name box

Name box

Name box

Name box

Name box

Name box

Seating Plans: The Attention Zone