Class and behaviour management TUESDAY 22 ND SEPTEMBER PM

Learning objectives  You should be able to identify the difference between classroom management and behaviour management  You should be able to identify effective strategies for classroom management  You should be starting to write a lesson plan with classroom management in mind

Starter Classroom ManagementBehaviour Management What’s the difference?

Menu TimeActivity 1:00Thinking about behaviour Think – Pair – Share (Task 1) 1:30Strategies 2:00Classroom Expectations: Introduction to task 2:15Break 2:45Task 2: Here are my rules 3:30Presentations 4:00End of session

First: your own experiences (5 mins) Individually (pen and paper task) Think about your experiences at school 1. What motivated you? 2. What influenced whether you behaved or didn’t? 3. What effect did others in the class have on your learning? 4. What effect did the teacher have on your behaviour and how?

Next: in pairs … You don’t need to share anything personal Drawing on your earlier thoughts, write down answers to these questions:  What does a good teacher do to influence … 1. Motivation of individual students 2. Behaviour of individual students 3. Classroom atmosphere  Write (short) answers on post-its

Share

Developing strategies for classroom management

Classroom Management (managing your environment)  Plan lessons with classroom management in mind  Be clear about your expectations  Keep to time and maintain pace  Use a seating plan  Tasks should be clear and achievable  Plan interesting activities  Give one instruction at a time  Work closely with TAs  Anticipate any risks that could interrupt a good classroom atmosphere

Lesson Planning  Careful planning is essential for a good lesson  Starter – engaging and setting the tone  Main lesson  Clear instructions with resources to back up  Not too much up-front talking  Some variety of tasks  Clear what the outcome should be at the end  End of lesson  Calm! Not chaotic!  Allow time to reinforce main points  Dismiss students when they are packed up and the room is tidy

Expectations of students (Sue Cowley)

Where do I sit?  Possible seating plans  Alphabetical order  Girl-boy  Isolation of low-level disrupters  Mixed-ability groups  To set up a new seating plan  Have a piece of card with their name on stuck to the monitor or on keyboard  Back this up by something for them to do as soon as they log on so you can deal with students who can’t find their places  Have a master plan on paper to hand

Use of teaching assistants  Teaching assistants like to help you!  Give them a shortened version of your lesson explaining what you would like them to do  They can help to keep students on task if they know what the task is and the outcome is

Routines  Observe the routines the regular teacher has with each class – make notes of these  Which routines are easy to establish and stick to – eg standing behind your chair at the end of the lesson?

This is my lesson  Follow the school behaviour policy to the letter – routines really help  However, remember it is YOUR LESSON – take ownership  For example, practise saying  “I don’t expect you to be talking when I’m talking in my lessons”  “In my lessons I would like you to put your hand up if you want to say something”  Your seating plans emphasise that you are in control

Break

Task: My Classroom Expectations  Create one powerpoint slide with the rules you will expect (aim at KS3) in your classroom  Head it “Mr/Ms X’s expectations”  Keep your expectations clear and achievable (and not too many!) Share  Present your rules to the class  Save your rules to take to your school (you may need to adapt it to tie in with their policies)

More tips …

Tips for good behaviour (Sue Cowley)

Tips for good behaviour (TASK)  Read Jason Bangbala handout (on KEATS)  In pairs, pick three key points to take away and stick on your wall at home!

Strategies (if time) Watch this video (from TES)this video

Summary  Become familiar with the whole school policy on behaviour  Plan lessons with classroom management in mind  Be clear about your expectations  Develop a toolkit of strategies

End of Session