Classroom management
On obvious way of managing behaviour is to punish the bad and reward the good. But teachers must maintain an effective balance, being especially vigilant about continuing to reward those pupils who are consistently well behaved, warns Dave Stott
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Do you struggle to control the frequency and level of noise in and around your classroom? Dave Stott discusses when talking is and is not acceptable, and suggests tips for outlining and enforcing your expectations to pupils
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This Behaviour Matters explores the importance of verbal skills in the classroom, reminding teachers that the way that they use their voice could be key to managing behaviour
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When dealing with the feelings and behaviour of early years pupils, teachers should try looking at creative ways to approach and deal with problems says Anni McTavish
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Jenny Fox Eades describes how focusing on students' strengths is an ideal way to implement positive psychology in the classroom
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Good behaviour in early years is something that practitioners can and should promote, says Juliet Neill-Hall, who offers some strategies on 'how to'
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Would you know how to respond well during an incident of acute or severe behaviour? Behaviour Matters offers practical tips on how best to handle such situations, and warns that teachers should always be prepared for them, no matter how rarely they occur
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Educational professionals must learn to positively affect the attitude and behaviour of their students, and encourage compliance, by making their requests polite at the same time as making it clear that they are instructions to be carried out
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This e-bulletin focuses on the best way to start a lesson, pointing out the value of praising pupils’ appropriate behaviour and ignoring that which is inappropriate; rather than admonishing and therefore highlighting the latter
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A timely review of your behaviour strategies is the subject of this week's Behaviour Matters, as Dave Stott highlights the beginning of the new term as an opportune moment to clarify them and make sure your pupils understand them
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