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 to make a trusting connection with students. A carefully constructed professional relationship is a necessity. Students need to trust, feel safe and be open to challenge themselves in the dynamics of a classroom setting.
This takes patience, genuine praise and a commitment to seeing genuine goodness in all students. Systems, routines, and classroom rules need constant attention.
The maintenance of fair and right.
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 who then goal set for improvement.
From there we can:
- Observe and give feedback.
- Run before and after school workshops. -explicit teaching of techniques.
- Coach beside your teachers modelling techniques presented in the workshops.
- One on one role play / pr
Initial classroom assessment leads to a whole school report which is fed back to teachers who then goal set for improvement.
From there we can:
- Observe and give feedback.
- Run before and after school workshops. -explicit teaching of techniques.
- Coach beside your teachers modelling techniques presented in the workshops.
- One on one role play / practice eg. practicisng "considered responses" to student behaviour
Systems Re-shuffle
Systems Re-shuffle
Systems Re-shuffle
Management systems in the classroom and beyond need analysis . Will they need altering, training and / or reinforcement to ensure they are being consistently delivered.
- Classroom positive behaviour systems
- Classroom corrective systems
- Classroom restorative practices
- Systems for removal of students from class and restorative practice for re-e
Management systems in the classroom and beyond need analysis . Will they need altering, training and / or reinforcement to ensure they are being consistently delivered.
- Classroom positive behaviour systems
- Classroom corrective systems
- Classroom restorative practices
- Systems for removal of students from class and restorative practice for re-entry to class
- Breaktime management systems and restorative approaches.
Differentiation
Systems Re-shuffle
Differentiation
Often the most disruptive students have fallen behind in their learning and seek help. This needs specific support and leads to specific training with:
- Teachers lesson structure and the need to chunk and scaffold to maximise student practice time.
- Teacher's ability see and manage differentiation.
- Teacher aides - how they support a teacher,
Often the most disruptive students have fallen behind in their learning and seek help. This needs specific support and leads to specific training with:
- Teachers lesson structure and the need to chunk and scaffold to maximise student practice time.
- Teacher's ability see and manage differentiation.
- Teacher aides - how they support a teacher, what they say and do to maximize learning.
- Pastoral systems that ensure students don't fall through the cracks.