1. New Scheme Teachers’ Professional Learning 2011

3.  “Every move you make… every step you take, I’ll be watching you…”  Who is watching who at the moment?

4.  Know the students like you know your family  Have an ordered, neat, interesting, colourful room  Always arrive on time – maybe before time if possible  Catch them doing good work. But don’t fake this  Always start each lesson positively and speak to students respectfully – I mean it!  Have good posture, hold your head high and sound like you KNOW  Be ordered and work harder than you have ever worked  Mark like a maniac – and find as much positive feedback as possible  Never yell, use sarcasm, scoff, “lose it”  Have lessons really well planned with interesting resources  Expect good things, model good behaviour and good organisation  Don’t be too hard on yourself

5.  What are your rules? How did you develop them ? Discussion  Golden rule: Establish the rules and make them visual. Be clear and unequivocal. What matters?  Positive, specific, brief AND USE THEM TO GUIDE STUDENT BEHAVIOUR

6.  This puts you in a proactive position  You must always be able to answer the question: “What will I do when ……………?”  See sheet for strategies on decisive discipline from Bill Rogers- “You Know the Fair Rule”

9. 1. WHAT is said – verbals, the words 2. HOW it is said – the tone (pausing, intonation, pitch, rhythm, speed, clarity, audibility) 3. Non-verbals – Body language (position of feet and hands, posture, facial expression, movement etc) and visual cues (pictures, words on board etc)

10.  Verbals = 7%  Voice intonation = 38%  Non-verbals = 55%

11. CredibleApproachable PausingStill, silentMovement SpeakingHead still Voice flat Intonation – curls down Head bobs Voice rhythmic Intonation – curls up ListeningBody straight Head still Sounds - silent Body leans forward Head bobs Makes sounds FunctionSENDS informationSEEKS information

13.  …..teachers who teach visually cover more content and statistically have more manageable classrooms.” Michael Grinder  If the board has direction on what the students are to do, they can see what to do. The reason this is so important is because it is a non verbal message. Non verbal messages make for a quieter classroom, students have higher self esteem and the teacher's energy level is higher.

16.  Body close to troublemakers or the needy, but eyes on students who are far from you – this is preventative management

17.  Walk near students who are on task  Reward by touching work Smile make eye contact with students on task but don’t gush and don’t interrupt them  Make discrete nodding movements

18.  Move toward the student without looking  Pause  Look at an adjacent student’s work while peripherally watching targeted student (giving time to move ON task). If still off task move closer  If still off task add some direct approach – grimace, point, motion  ON ARRIVAL LOOK AT THE STUDENT’S WORK  Whether on or off task go to the student’s side  Look at work. On task reassure, off task (quiet, flat voice) ”What’s the task?”  Give a direction and walk away but scan back indirectly  Don’t use irritating non verbals eg foot tapping, huffing etc

19. When off task and disturbing others:  Redirect  Confront with a choice and natural consequences – flat voice, low  Say:”(Name) your choices are to begin work without disruption and stay here, or move to the front with me. Make your choice now” (Low voice, NO emotion)  Walk away, be firm, give space

20. Behaviour management is about teacher management