1. Classroom management for the 21 st Century Scholarship and certificate programme Workshop 1

2. About this course: An overview of the research and theory A chance to reflect on your practice Development of classroom policies Training on the use of non-verbal communication skills Understanding professional relationships within schools

3. Topics: Classroom environment and seating arrangements Classroom rules and procedures Non-verbal communication Motivation and Creativity in the classroom An introduction to Mental Set Behaviour management Tackling lateness and attendance Time management for teachers Professional teacher-student relationships Engaging parents in school

4. Agenda for today: The classroom as a physical, social and learning environment Classroom layout and seating arrangements Classroom rules: design and effectiveness An introduction to RAKTN

5. What are your preferred working conditions?

6. A ten-point scale for classroom atmosphere: Level 1Your entry into the classroom is greeted by jeers and abuse. Level 2The pupils largely determine what will go on in the lesson. Level 3You dread the thought of the lesson. There will be major disruption; many pupils will pay little or no heed to your presence in the room. Level 4You have to accept that your control is limited. Level 5There are times in the lesson when you would feel awkward or embarrassed if the principal/a zone supervisor came into the room, because your control of the class is limited. Level 6You don't really look forward to teaching the class, it is often a major effort to establish and maintain a relaxed and calm atmosphere. Level 7You can undertake any form of lesson activity, but the class may well be rather 'bubbly' and rowdy. Level 8You can establish and maintain a relaxed and co-operative working atmosphere and undertake any form of classroom activity, but this requires a considerable amount of thought and effort on your part at times. Level 9You feel completely in control of the class and can undertake any sort of classroom activity, but you need to exercise some control/authority at times to maintain a calm and purposeful working atmosphere. Level 10You feel completely relaxed and comfortable; able to undertake any form of lesson activity without concern.

7. What factors influence the classroom environment? Physical Social Academic

9. What does your ideal classroom look like?

10. Table layouts and seating plans

11. Classroom Rules Rules: identify general expectations or standards [for conduct and behaviour] (Evertson et al., 2003; Emmer et al., 2003)

12. Research and theory: Meta-analysis by Marzano et al (2003): when rules and procedures were effectively implemented the average number of disruptions was 28 percentile points lower than in classes where they were not. Fan & Chen (2001): establishing rules and procedures at home was associated with a 10-percentile-point increase in achievement at school. Brophy & Evertson (1976): classroom rules and procedures are less effective when they have simply been imposed on students. Curwin & Mendler (1988) suggest that classroom rules and procedures should be viewed as a contract between teacher and students.

13. Research and theory conclusions: Designing and implementing rules and procedures has a profound positive impact of student behaviour and achievement Effective rules and procedures must first be discussed and negotiated with students

14. The classroom from a caring perspective: Views the development of children in a positive light Views students as embedded in a social context Views the community as relational Views the curriculum as integrated and student-centred Makes use of minimal and non-coercive discipline strategies Has a common set of classroom activities to build and sustain the community

15. Remainder of the session: RAK Teachers’ Network Summary of session Homework!