276°
Posted 20 hours ago

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

£9.9£99Clearance
ZTS2023's avatar
Shared by
ZTS2023
Joined in 2023
82
63

About this deal

BR: It is important to make it explicit, even with secondary students to explicitly explore with them in that critical first meeting what the right to feel safe involves. In a sense, the right to feel safe and the right to learn and the right to fundamental respect and fair treatment, those rights are not negotiable. You don’t begin the year by saying to older children or even upper primary children ‘what rights do you think you have?’. You begin by coming from those rights and discussing within those rights what a safe environment looks, sounds and feels like; what a respectful environment looks, sounds and feels like; and what it feels and sounds like to have a learning environment where we support one another – and that includes everything from noise level to reasonable sharing during class discussion and even allowing healthy disagreement. But also pointing out that in class discussions that disagreement has to be conducted respectfully so that if you disagree with one another about something we’re sharing you give reasons for that, you don’t simply mouth off at another student because you disagree with them. A lot of my success with challenging classes was due to the work of behaviour management guru Dr Bill Rogers – a real teacher with extensive expertise in behaviour management.

He has written a number of books on behaviour management, discipline, colleague support, and teacher stress.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. I think it’s important that the teacher has a seating plan and they decide that plan on their understanding of their students within their team, and they can modify that seating plan as time goes on. Have friendship group groupings only on particular occasions, because kids have got plenty of time to play with their best friends outside of classroom time and we need to make that clear to them, that this is not merely a place where we sit with our friends during classroom teaching and learning time. In this revised and updated edition of Bill Rogers' bestselling book, the author draws on his extensive experience as an educational consultant and trainer to help teachers and managers develop a whole-school strategy for dealing with student behaviour. 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. After watching Bill Rogers, I found myself saying ‘thanks’ all the time.. and it makes a difference.

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. Bill spoke for an hour and a half. It was intense. We were furnished with example after example of how to effectively manage a class, all delivered in a sort of performance style dialogue where Bill impersonated both teacher and student. Key ideas that I took away are the following four. Bill Rogers has a strong line on teachers being able to model the behaviour they expect. This includes not wanting the last word. Partial Agreement is an essential strategy for avoiding or resolving conflict. It means teachers not trying to have the last word, or asserting their power in a situation when a student disputes their judgement.There is a time and place for everything, and Bill Rogers recommends that you use conditional permissionto reinforce this. Focus on what you want the student to do, not stop doing what they are doing. E.g. it is better to say, work silentlythen stop talking. Contrast the above with the following: Several students are calling out in whole-class teaching time (it is a Y6 class). The teacher briefly, tactically pauses as she scans the faces of her class. “A number of students are calling out.” Sometimes the directional cue is enough to raise behaviour awareness. We may need to add the directional cue or rule reminder, e.g. “Hands up, thanks.” or “Remember our class rule for discussion, thanks.” We find that ‘thanks’, said confidently and respectfully, is more effective than ‘please’. After all, it’s not a request. It really is important not to hold things in and think that you’re the only one that’s struggling – because there are natural struggles in our profession, particularly if we’re in more challenging schools. So, it’s crucial in those first few weeks, if things are not working out as well as you’d hoped and you know that there are issues with individual students or even the whole class that are not working well, it’s absolutely crucial to ask your colleagues for support – both that moral support but also that practical support and guidance. Sometimes that might even mean teachers working together sometimes with more difficult classes. BR: Yes, I think it’s really, really important for teachers, particularly beginning teachers, to be willing to ask questions and seek the support of their colleagues. Most teachers are very willing, based on their own experiences of being a beginning teacher, to give that colleague support – both the moral support that we all need and that professional support, that discussion where we sit down and chew things over and start to share our concerns. And also maybe even some visitation into one another’s classrooms to see a range of practice, hopefully good practice, from their colleagues.

The when-then structure offers you an easy way to use conditional permission. When you have finished your notes, then you can search for suitable images for your assignment. When you have eaten your fruit, then you may go to play. BR: The establishment phase is basically the first meeting with a new class. Even if you knew some of those students from the previous years, there’s still a psychological readiness and a kind of developmental readiness in the students for us to make clear to them what this time will be like for them. They know that teachers establish routines and rules so they’re expecting that and they’re also getting to know their teacher as we get to know them of course, so we’re establishing not just our leadership but an emerging relationship with the students as well and that beginning of trust that’s essential for teachers working with students. The temptation could be to pivot and unleash upon Fred a tirade about class rules, respect, how it's supposed to be silent time, how this is the fifth time this week that you've reprimanded him…etc. But here Bill would introduce to us to an important distinction, that of the difference between primary and secondary behaviour. Brilliant", said one educator, “transformational,” said another. Many noted the day was “so much fun". Such were the common responses from those in attendance. Dr Bill Rogers is a regular visitor to the UK conducting in-service programmes in schools and universities. He is also Fellow of the Australian College of Education; an Honorary Life Fellow at Trinity College (Leeds) and an Honorary Fellow at the Melbourne University Graduate School of Education. 20% OFF!When we give a direction to a student it is important to focus our language on the expected behaviour. For example, consider a scenario in which several students are calling out in whole-class teaching time and the teacher says, “Don’t call out please!” This only tells the class/individual what we don’t want them to do. Some teachers will also use the pointless interrogative, such as “Why are you calling out?” Or, equally unhelpful, “Are you calling out, Travis?!”

Asda Great Deal

Free UK shipping. 15 day free returns.
Community Updates
*So you can easily identify outgoing links on our site, we've marked them with an "*" symbol. Links on our site are monetised, but this never affects which deals get posted. Find more info in our FAQs and About Us page.
New Comment