1. NASUWT Doncaster Classroom Management ‘Anyone who has never made a mistake has never tried anything new’ Albert Einstein

2. Aims & Objectives  Theme: To identify practical approaches to improve classroom management, pupil engagement and motivate learners.  Evaluate: a series of routine classroom management scenarios and share best practice in dealing with them.

3. 3 Being an assertive teacher “A teacher’s response has crucial consequences … it creates a climate of compliance or defiance, a mood of contentment or contention, a desire to make amends or to take revenge.” (Chesterton, 1924) Confrontation is rather like a lift, the teacher controls the buttons which determine which floor you get off on!

4. 4 Aristotle’s challenge Aristotle in the Nicomachean Ethics “Anyone can be angry – that is easy. But to be angry with the right person, to the right degree, at the right time, for the right purpose, and in the right way – this is not easy.”

5. 5 Teaching styles and learner behaviour Assertive StyleAuthoritarian Style High sensitivity to learners’ needs Over-indulgent / Permissive / Submissive Style Neglectful / Passive Style Low sensitivity to learners’ needs Low expectations for learner behaviour High expectations for learner behaviour

6. 6 Prevention  Teach and establish rights, rules and responsibilities.  Have a major focus on positive relationships and self- esteem.  Build rituals and routines for starting and ending lessons and for gaining attention.  Consider learner states and styles – play to their strengths – differentiate.  Develop scanning – intervene early and quietly.

7. 7 Encouragement  Create a relaxed, peaceful environment.  Have high expectations of all learners.  Achieve a 6:1 ratio of encouragement : correction  Use verbal and non-verbal encouragement.  Give clear instructions, positive feedback and set realistic targets.  Frequently ask yourself: “Why would learners want to return to my class?”

8. 8 Consequences  Discuss when establishing ground rules  Should be fair, reasonable and related to appropriate behaviour  Emphasise they are in direct response to learner’s choice  Certainty rather than severity  Offer some negotiation and opportunity to make restitution where appropriate

9. 9 Repair and rebuild  Correction can erode relationships and damage self-esteem.  It’s our job to develop and manage positive working relationships.  A simple acknowledgement of improved behaviour is often enough.  A friendly and courteous word as learners leave goes a long way.

10. 10 Talk strategies  Don’t say “don’t”.  Use “maybe…… and”.  Use calming tone of voice that conveys respect.  Emphasise you will hear them out when they have calmed down.  Preface your statement with an understanding of their point of view, then say, “however, I feel …” then say, “and I suggest” or “and I would like”.  State your request in positive behavioural terms.  Repeat your statement up to three times.  If negative behaviour continues, state the consequence and emphasise it is their choice.

11. Seating Plans: The Attention Zone

12. Blank Name box Mr. Huggins History Name box PC Desk IWB Whiteboard Door Name box Seating Plans: The Attention Zone