Connection
Teaching behaviour management to teachers, whether it be in the classroom or in a workshop, it does not change. Management involves equipping teachers with strategies, classroom rules and an approach that will make a trusting connection with students. A carefully constructed, transparent professional relationship is a necessity. Students need to trust and feel safe if they are to open up and challenge themselves in the dynamics of a classroom setting.
This takes patience, genuine praise, fair and consistent boundaries and a commitment to seeing genuine goodness in all students.
Teachers need to regulate themselves if they are to maintain fair and respectful communication.
Positivity
Encourage the Positive and believe in the good in every student. From this belief genuine praise will follow. If you see and attend to good behaviour and academic achievements you will see 'your team'. You will be less inclined to over focus on poor behaviours.
" I have learned to be calm and see my team first. I now connect to the wonderful person in every student."
Encourage Student Voice and Choice: Involve students in decision-making. Lead them towards becoming an awesome person.
Safe & Polite
Practising what you say, in a calm way (how you say it) sets you up to respond well in the moments where you most need it.
Do you carefully consider what you say to your students or do you find yourself drawing on the language that your parents or childhood teachers used?
Practising what you say sets you up to respond well in the moments where you most need it.
My Influences
Bill Rogers says it clearly...
Routine
Establish Clear Expectations: Clearly define and communicate classroom rules and behavioural expectations at the beginning of the school year. Consistency in enforcing these rules helps students understand boundaries.
Create a Welcoming Classroom Space: Arrange the physical environment to be inviting and conducive to learning. Be aware of noise - visual or aural as true learning practice takes mental focus.
What We Do
In Class Support
Systems Re-shuffle
Systems Re-shuffle
Initial classroom assessment leads to a whole school report which is fed back to teachers to goal set. From there we:
- Observe and give feedback.
- Run before and after school workshops. (explicit teaching of techniques).
- Coach beside your teachers modelling techniques.
- Private 1 on 1 consultation and training.
Systems Re-shuffle
Systems Re-shuffle
Systems Re-shuffle
Management systems in the classroom and beyond need analysis and may need to be changed. Often the issue is differences in understanding or inconsistent delivery.
- Reinforcing +ve behaviour
- 'Time Out' systems
- Restorative practices
- Break-time management and restorative approaches.
- Pastoral systems that ensure students don't fall through the cracks.
Differentiation
Systems Re-shuffle
Differentiation
Often the most disruptive students have fallen behind in their learning and 'cry for help'. This needs careful attention:
- Lesson structure - Learning outcomes and the need to plan. To scaffold and teach to maximise student practice time.
- Teacher - student conversations
- Planning for differentiation.
- Teacher aides. How to support a teacher to maximize learning.