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NASUWT Doncaster Classroom Management. ‘Anyone who has never made a mistake has never tried anything new’ Albert Einstein. Aims & Objectives. Theme: To identify practical approaches to improve classroom management, pupil engagement and motivate learners.

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nasuwt doncaster classroom management

NASUWT DoncasterClassroom Management

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

Albert Einstein

aims objectives
Aims & Objectives
  • Theme: 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.
being an assertive teacher
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)

Confrontation is rather like a lift, the teacher

controls the buttons which determine which floor

you get off on!

aristotle s challenge
Aristotle’s challenge
  • “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.”

Aristotle in the Nicomachean Ethics

teaching styles and learner behaviour
Teaching styles and learner behaviour

High expectations for learner behaviour

Low expectations for learner behaviour

prevention
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.
encouragement
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?”
consequences
Consequences
  • Discuss when establishing ground rules
  • Should be fair, reasonable and related to appropriate behaviour
  • Emphasise they are in direct response to learner’s choice
  • Certainty rather than severity
  • Offer some negotiation and opportunity to make restitution where appropriate
repair and rebuild
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.
talk strategies
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.
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Seating Plans: The Attention Zone

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Mr. Huggins

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