Classroom Basics 101 – the rules, non- verbals , verbals and you Vicki Brewer September 2011

1. New Scheme Teachers’ Professional Learning 2011 Classroom Basics 101 – the rules, non- verbals, verbals and youVicki BrewerSeptember 2011

2. It’s semester 2 of your first year in teaching. Have you lost your Queen?

3. WHO SAID THIS? • “Every move you make… every step you take, I’ll be watching you…” • Who is watching who at the moment?

4. 1a The rules for you, by semester 2(This is what you can control!) • Know the students like you know your family • Have an ordered, neat , interesting, colourful room • Always arrive on time – maybe before time if possible • Catch them doing good work. But don’t fake this • Always start each lesson positively and speak to students respectfully – I mean it! • Have good posture, hold your head high and sound like you KNOW • Be ordered and work harder than you have ever worked • Mark like a maniac – and find as much positive feedback as possible • Never yell, use sarcasm, scoff, “lose it” • Have lessons really well planned with interesting resources • Expect good things, model good behaviour and good organisation • Don’t be too hard on yourself

5. 1b The rules for students • What are your rules? How did you develop them ? Discussion • Golden rule: Establish the rules and make them visual. Be clear and unequivocal. What matters? • Positive, specific, brief AND USE THEM TO GUIDE STUDENT BEHAVIOUR

6. GET A DISCIPLINE PLAN • This puts you in a proactive position • You must always be able to answer the question: “What will I do when ……………?” • See sheet for strategies on decisive discipline from Bill Rogers- “You Know the Fair Rule”

7. 2. The non-verbals

8. What should you be seeking with your non- verbals?

9. What is more significant? (Complete task in pairs) • WHAT is said – verbals, the words • HOW it is said – the tone (pausing, intonation, pitch, rhythm, speed, clarity, audibility) • Non-verbals – Body language (position of feet and hands, posture, facial expression, movement etc) and visual cues (pictures, words on board etc)

10. Answer • Verbals = 7% • Voice intonation = 38% • Non-verbals = 55%

11. Credible versus approachable. When to be one or the other?

12. Getting their attention

13. “Applied research shows that….. • …..teachers who teach visually cover more content and statistically have more manageable classrooms.” Michael Grinder • If the board has direction on what the students are to do, they can see what to do. The reason this is so important is because it is a non verbal message. Non verbal messages make for a quieter classroom, students have higher self esteem and the teacher's energy level is higher.

14. Non verbals at the beginning of a lesson: being in CONTROL • Where to stand for instruction – X marks the spot • Freeze – watch the toes, watch the posture, weight on both feet (= “I expect attentiveness”) • Wait • ABOVE, pause, whisper • Raise your hand (maybe) • Less is more • Start with a verb (maybe) • Don’t turn your back • Say it like you mean it • Voice goes down (credible) • Replace “Please” with “Thanks” • Let’s practise

15. Moving from teacher exposition to student work • Some examples that can confuse • Short sentences • LESS IS MORE. STOP TALKING. YOU WILL BE CONFUSING OTHERWISE! • Go visual as well as verbal • Students read the transition directions then you say the words once • “Turn to Page 15. Answer the first 3 questions. Place the heading “Integers” in your book. Are there any Questions?” Then: “You may start” • MITS – no talk after transition from intro. Freeze. Wait. SCAN. Use hand gestures to indicate that you will be with any student who is not quite with it • Slowly move to help students individually

16. More non -verbals as the lesson progresses • Body close to troublemakers or the needy, but eyes on students who are far from you – this is preventative management

17. Using body language to control and reward • Walk near students who are on task • Reward by touching work Smile make eye contact with students on task but don’t gush and don’t interrupt them • Make discrete nodding movements

18. Off task students – the indirect approach • Move toward the student without looking • Pause • Look at an adjacent student’s work while peripherally watching targeted student (giving time to move ON task). If still off task move closer • If still off task add some direct approach – grimace, point, motion • ON ARRIVAL LOOK AT THE STUDENT’S WORK • Whether on or off task go to the student’s side • Look at work. On task reassure, off task (quiet, flat voice) ”What’s the task?” • Give a direction and walk away but scan back indirectly • Don’t use irritating non verbalseg foot tapping, huffing etc

19. It didn’t work. When off task and disturbing others: • Redirect • Confront with a choice and natural consequences – flat voice, low • Say:”(Name) your choices are to begin work without disruption and stay here, or move to the front with me. Make your choice now” (Low voice, NO emotion) • Walk away, be firm, give space

20. This is about you Behaviour management is about teacher management