1. Bell Work – pick one, discuss!
A pupil approaches you in a lesson and tells you another pupil has spat on his back - what do you do? Three girls are sitting in your classroom and are doing no work. You ask them why; “because your lessons are shite” - what do you do?

2. Class Management

3. What’s your biggest fear?

4. Who do you want to be?

5. Get the Basics Right Meet at the door Smile Talk! Be positive
Have something engaging for kids to do on entering room
Learn and use names
Be confident
Be Tenacious

6. You are not in Control!
You will MANAGE what’s going on – you are not necessarily in control
Prevention better than cure – try and avoid issues by getting your routines right
Kids like you to be stable/consistent – don’t blow hot and cold: e.g. “the pencil saga”
Firm but Fair... What the hell does that mean?!

7. Walk the Room You are not chained to your desk or whiteboard
Do a movement check – ask your SBT
Talk to the kids!
Proximity

8. Voice What’s yours like? How do you speak to kids? – don’t patronise
Volume – when should it change?
Tone
What’s your “nervous habit”?

9. Non-Verbals

10. Prevent the Bad Stuff
Focus on the good – praise positive behaviour: “Thanks David, you’re ready to listen”, “Well done Lisa, you’ve got all your equipment ready”
Smile, be friendly, find out some interesting stuff about your students – “Connor, I heard you scored a worldy at the weekend?”
Deflate potential issues: “Is everything OK round this table?”, “Do you guys know what you should be doing?”, “Jess, just explain to me again what the task is”

11. Why do kids kick off? How did you treat Student Teachers?
Is the pupil stuck?
Is work set at appropriate level?
Would you find the work stimulating?
What’s happened earlier in the day?
What has the kid had for breakfast/lunch?
SEN? Have you catered for this?
How many of these could you influence?

12. Accept the Inevitable... It will probably go wrong at some point
So what are you going to do?
Don’t ignore – challenge (not confront: kids don’t back down)
Assess the situation – be rational
Where does it sit from 1-10 on the Dr Pepper scale (i.e. What’s the worst that could happen?)
Your response needs to be proportionate – don’t go too hard too soon
If you issue a sanction – follow it through
Focus on Primary Behaviour – deal with the major issue

13. So, now it’s going wrong, what do you do?
Tactics:
“Maybe, but”
“Thanks for that...”
“I like you _____, but what I don’t like is____”
NEPGIT: Name, Eye Contact, Pause, Gesture, Instruction, Thanks
Choice – “if you choose ___, then ____” – sanction

14. So, now it’s going wrong, what do you do?
Tactics:
Back at ya! – “put yourself in my shoes”
The Humour Shield – deflects stuff
Remove from situation – “Bailey, come here for a second my friend... Right, the reason I’ve asked to speak to you...”
Role Model – find a pupil doing what you want (preferably a peer of the other), reinforce good behaviour
“ACE” – Acknowledge...Clarify...Explain

15. Major Kick-offs Rare at Cramlington:
If these things happen in your lesson – your mentor/supervising teacher will help/intervene:
Fight
Swearing directed at you
Violent behaviour

16. Review Routines – prioritise these early
Step in early/prevent – save yourself trouble later
Be Tenacious – don’t let things go if you’re unhappy
Watch other teachers – plagiarise good practice
Don’t bottle it – it won’t be easy at times, but if you work hard with kids, most will repay you