Transcript Slide 1

Effective Classroom
Management
Work in two’s or threes
5 Minutes:
• From your teaching experience so far, list
the things that you have found difficult to
manage in the classroom:
What makes for Effective
Classroom Management?
1. Having a good relationship with your pupils
2. Having high expectations
3. Making sure both you and your pupils know what
behaviours are required
4. How you use praise to achieve good behaviour
5. Well planned lessons
6. Whether you move around the class
7. How you respond confidently to pupil behaviour
8. Your behaviour and appearance
1. Having a good relationship with
your pupils
Think for a few minutes – which teachers
did you like the most?
• If they told you to do something, would you
have minded?
• Would you immediately obey if you felt a
teacher didn’t like you?
• Feeling part of a class will make you more
willing to follow directions
One way to make pupils feel part of
a class is our use of language
Us
vs
You
Because the common purpose of being together in
a classroom is effective teaching and learning
Language that conveys ‘working together’ is more
effective
I don’t want anyone
shouting out the answers
In this class we put our
hands up before answering
Change these into more inclusive
statements
Stop walking around the classroom
It’s important that you listen carefully to the
instructions
You’ve completely wasted both my time and yours
You have not finished your work yet
You are making so much noise you are disrupting
the rest of the class
Don’t speak to me like that
Original Statement
New statement
Stop walking around the
classroom
In this class we stay in our seats
It’s important that you listen
carefully to the instructions
We all need to listen to the instructions
carefully
You’ve completely wasted
both my time and yours
This has been a waste of time for both
of us
You have not finished your
work yet
Our rules are to finish work before
we…..
You are making so much
noise you are disrupting
the rest of the class
We are all being disrupted by the high
level of noise in class
Don’t speak to me like that
We do not accept language like that in
our classroom
2. High Expectations
Rosenthal and Jacobson’s (1968) study
“Pygmalion in the Classroom”
The original Pygmalion study involved giving teachers false information
about the learning potential of certain primary students in a San Francisco
elementary school.
Teachers were told that these students had been tested and found to be on
the brink of a period of rapid intellectual growth; in reality, the students had
been selected at random.
At the end of the experimental period, some of the targeted students
showed superior performance on IQ tests and performed better than would
have been expected of the target students with no intervention.
The conclusion was that the teacher expectations actually caused the
students to achieve significantly more.
3. Required behaviours – knowing
what you want!
Consider
• How do your pupils
arrive?
• Where do they sit?
• How do you gain their
attention?
• How do you respond to
unwanted behaviour?
PLANNING IS THE KEY
• Uncontrolled entry?
• Lining up?
• Do you enter with them or….
• Are you present to greet them?
Using seating plans
Seating plans can be very useful to:
• mix ability groups
• plan for peer support
• prevent rejection or isolation of individuals
• shape pupil with pupil interaction
• ensure mixed gender pairings
4. Praise and recognition
• Real, meaningful and positive praise and
recognition for effort will make the climate
of the class more positive
5. Planning a lesson
Lesson beginnings are critical
Starter activities
Was your explanation effective?
Pace, delivery and momentum
Managing Transitions
Effective Closing/Plenary
6. Movement around the
classroom
• Some teachers restrict their use of space
by working at their desk or teaching from
the front
• Think with a colleague:
– Why is it important
to move around the
classroom?
Scanning and anticipation
• Most behavioural difficulties begin with a small, almost
unidentifiable, off task behaviour which then escalates.
• By scanning the class, its easier to readily spot those
who are drifting off task or who are beginning to
misbehave.
• Frequent scanning is more effective when
teachers move around the classroom.
• Movement around the class also gives
us the opportunity to praise those who are
on task
7. Responding Confidently to pupil
behaviour
Calm Authority?
Using prompts
• General positive
prompts
When one or two pupils That’s been a great
begin to go off task
start. Can we now
focus on ……
Using prompts
• Proximity praise
When one pupil is
annoying another
Instead of targetting the
misbehaviour, draw
attention to the positive
work/behaviour going
on around..
Ruth that is a really
good piece or work
Gareth, I like the way
you are working quietly
Using prompts
• Giving a warning
To add to the previous
prompt
You can add
Iestyn, I will come and
look at your work in a
few minutes
Using prompts
• Making a general request
Used when a number
of pupils are going off
task
Refocus the whole
class on the task in
hand:
OK everybody, look this
way (pause)
Thanks (pause)
Now when we (reexplain the task)
Using prompts
• Rule reminders
Instead of challenging
a particular pupil
Remember everyone,
we must put up our
hands if we get stuck
Or
Remember, we talk
quietly when we are
working together
What’s wrong with this?
• DON’T THINK OF AN ELEPHANT….
Use positive language
“Gareth, stop annoying
“Gareth, get on with the next
Tim like that and get on with question please.”
your work.”
“Beth, stop turning around
to talk to Angela and listen
when I am speaking.”
“Simon stop playing with
your cards, put them away
and write down your ideas.”
“Beth, look this way and
listen to the explanation,
thanks.”
“Simon, concentrate on
setting out your ideas,
thanks.”
“Huw you’ve made an
awful mess tearing up all
that paper, pick them up
now!”
“Huw, can you sort out the
paper under your desk,
thanks.”
Redirecting to task
When an event occurs – either in or outside
the class - that draws the attention of
pupils
• Acknowledge the event
• Redirect the group back to
the task
Refocussing
8. Your behaviour and appearance
• How do you want to appear?
Stiff and stern/soft and cuddly/warm and
approachable?
Remember:
 Posture  Facial Expression
 Gesture  Choice of words
5. The way we behave
If teachers behave in an aggressive or
disrespectful way – then pupils may well
model their behaviour
(Albert Bandura’s Experiment)
TAKE A BREAK
NEXT…
We are going to look at effective
boundaries