Transcript Behaviour Scenarios A specially commissioned set of resources for tutors, school mentors and trainee teachers Scenario 1: Starting a Lesson in an Orderly.

Behaviour Scenarios
A specially commissioned set of resources for tutors, school mentors
and trainee teachers
Scenario 1: Starting a Lesson in an Orderly Way
Scenario 1
Starting a lesson in an orderly way
You arrive late to a lesson after a wet lunch
break.
The class are excitable and rowdy.
How do you settle them and get the lesson
underway?
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Key Learning outcomes
•
Knowledge and understanding of some of
the underlying principles for changing
activity in a group.
•
Modelling and practice of some techniques
for settling a group quickly and starting up
learning and teaching.
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What do you do?
1. Enter the room and say in a loud voice “Shush.
Shush. Shush. Settle down now”.
2. Stand at the front, glaring at the class with your
arms folded and wait for silence.
3. Turn to the whiteboard and start writing up the
lesson objectives while waiting for the class to
settle down.
4. Raise your hand and wait for the class to respond
by raising their hands. Apologise for being late.
5. Pick on the most rowdy group and march up to
them, telling them to sit down and be quiet.
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What may be the best choice?
4. Raise your hand and wait for the class to
respond by raising their hands. Apologise for
being late
This is one of a number of techniques for gaining
the attention of a class.
You need first to establish a rule with the class
that, if you raise your hand, they do so too and
that is a signal to stop and pay attention to you.
By apologising, you are modelling the behaviour
that all members of the group should expect from
one another.
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How might you prevent a recurrence?
1. Remind the class at the end of the lesson that,
next time, a speedy and orderly start will be the
behaviour objective for the lesson.
2. Establish arrangements to assemble the class
outside, entering first and greeting them as they
enter your room.
3. Always be punctual and in the room ready to
greet each pupil with a warm-up task as they
arrive.
4. Anticipate that changes in the environment will
cause changes in group behaviour.
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Underlying principles
•
•
•
•
Orderly behaviour in groups is not natural and has
to be learned - supported by agreed and
understood routines and rules.
Teacher behaviour is a major influence on pupil
behaviour. Assertiveness is not enough on its
own.
It is essential to gain attention before directed
learning can start.
Gaining attention, however, is not an end in itself.
It is a process that allows the real business of the
lesson, the learning, to begin.
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Rights and responsibilities
•
•
•
It is a professional responsibility for teachers to
lead by example and to be punctual and prepared at
the start of a lesson.
Teachers have the right to discipline pupils who
disobey instructions and delay the start of a lesson.
CTS requires that teachers have a good, up-to-date
working knowledge and understanding of a range of
behaviour management strategies and know how to
use and adapt them.
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Activities to try
Work with someone in your school to:
1. Share the list of techniques discussed in the
seminar. Select some to try and ask your colleague
to observe their effectiveness.
2. Ask a group of pupils what they find helps to settle
a class down to work. Apply their suggestions and
see how effective they are.
Arrange to discuss the outcomes:
“What went well?” “Even better if…………”
Report back at the next seminar
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Want to find out more?
• Improving Behaviour for Learning (Secondary Schools) – Settling
the class
• Group trainee teacher discussions – Starting a lesson in an
orderly way
• Teachers TV - Teaching with Lanovy-Taylor: Getting their
attention
• Teachers TV – Teaching with Cowley: Starting over
• Teachers TV – Teaching with Bayley: The need for Structure
• B4L Glossary item - Anticipating and managing pupils’ behaviour
• B4L Glossary item – Bullying
• B4L Glossary item - Leadership Styles
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Conclusions
• What is the key message have you gained
from this scenario material?
• How might you apply this approach in your
own practice in school.
• Further insights and notes for tutors and
mentors are available on the website
Updated August 2009