Classroom management

Classroom management http://www.teachingexpertise.com/topic/classroom-management The taxonomy view with a depth of 0. en Focus on prevention http://www.teachingexpertise.com/e-bulletins/focus-prevention-12253 <p><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves /> <w:TrackFormatting /> <w:PunctuationKerning /> <w:ValidateAgainstSchemas /> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF /> <w:L<p><a href="http://www.teachingexpertise.com/e-bulletins/cooperative-working-12094">read more</a></p> http://www.teachingexpertise.com/e-bulletins/cooperative-working-12094#comments Behaviour Management Behaviour Matters Classroom management Teaching & Learning Coordinator Tue, 18 Oct 2011 09:37:37 +0100 jlee 12094 at http://www.teachingexpertise.com Learning, achievement and behaviour http://www.teachingexpertise.com/e-bulletins/learning-achievement-and-behaviour-12042 <p> Student learning and student behaviour are inextricably linked. In other words, the two cannot be disentangled or untied.</p><p>A familiar approach to lesson planning is first to consider all the learning issues and plan, structure and deliver accordingly. Only then are the behavioural issues dealt with.</p><p>In fact, it is not unusual for school development plans or classroom planning to state: ‘Term one will focus on teaching and learning, whilst term two will move onto behaviour issues.’</p><p><a href="http://www.teachingexpertise.com/e-bulletins/learning-achievement-and-behaviour-12042">read more</a></p> http://www.teachingexpertise.com/e-bulletins/learning-achievement-and-behaviour-12042#comments Behaviour Management Behaviour Matters Classroom management Teaching & Learning Coordinator Mon, 03 Oct 2011 15:47:20 +0100 scameron 12042 at http://www.teachingexpertise.com Dealing with low-level disruption http://www.teachingexpertise.com/e-bulletins/dealing-low-level-disruption-11762 <p>Low-level disruption in the classroom not only interrupts pupils’ learning but can also distract you from teaching. How can you deal with the problem without the heavy handedness of staged sanctions, which may just escalate the situation?</p><p><a href="http://www.teachingexpertise.com/e-bulletins/dealing-low-level-disruption-11762">read more</a></p> http://www.teachingexpertise.com/e-bulletins/dealing-low-level-disruption-11762#comments Behaviour Management Behaviour Matters Classroom management Tue, 21 Jun 2011 09:49:03 +0100 scameron 11762 at http://www.teachingexpertise.com Putting a pupil ‘on report’ http://www.teachingexpertise.com/e-bulletins/putting-pupil-on-report-11568 <p>Reporting systems can be many and varied. They might take the form of a physical meeting between a member of staff and pupil to ensure attendance or that the pupil has the correct equipment, books, clothing, etc. They might also take the form of a written document that the pupil is expected to carry from lesson to lesson, presenting it to each member of staff, who will then ‘score’ or comment on the pupil’s behaviour during the lesson. This is often monitored by a class teacher, tutor or head of year and discussed with the pupil.</p><p><a href="http://www.teachingexpertise.com/e-bulletins/putting-pupil-on-report-11568">read more</a></p> http://www.teachingexpertise.com/e-bulletins/putting-pupil-on-report-11568#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Tue, 24 May 2011 09:57:26 +0100 scameron 11568 at http://www.teachingexpertise.com Cover lessons: A three-step approach to alleviating stress http://www.teachingexpertise.com/e-bulletins/cover-lessons-three-step-approach-alleviating-stress-11443 <p>There is a double edge to the problems that arise when providing staff cover for absent colleagues. First, there is the feeling of some anxiety when teachers realise that they are not well enough to be at work, or any other reason that compels them to be absent. Most teachers are aware that their absence will cause timetabling difficulties and that their place will have to be covered by a colleague or, in some cases, by supply staff.<p><a href="http://www.teachingexpertise.com/e-bulletins/cover-lessons-three-step-approach-alleviating-stress-11443">read more</a></p> http://www.teachingexpertise.com/e-bulletins/cover-lessons-three-step-approach-alleviating-stress-11443#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Mon, 09 May 2011 13:49:57 +0100 scameron 11443 at http://www.teachingexpertise.com Time to tidy up and cool down http://www.teachingexpertise.com/e-bulletins/time-tidy-and-cool-down-11378 <p><strong>Introduction</strong><br />It’s not just the weather that shows a marked change at this time of year. Winter school uniforms with shirts and ties, long trousers and ‘school shoes’ often make way for a less formal style of uniform, with open neck shirts, summer dresses, etc. Indoor teaching areas can become hot and stuffy, particularly if you have a number of electrical items in use. As any member of staff will recognise, any changes can lead to misunderstandings, arguments and challenges to authority. <br /><p><a href="http://www.teachingexpertise.com/e-bulletins/time-tidy-and-cool-down-11378">read more</a></p> Behaviour Management Behaviour Matters Classroom management Teaching Tips Tue, 26 Apr 2011 12:03:00 +0100 jlee 11378 at http://www.teachingexpertise.com Motivating the middle to behave http://www.teachingexpertise.com/e-bulletins/motivating-middle-behave-11049 <p>A quick behaviour analysis of a typical class will usually identify three main groups:</p><p><a href="http://www.teachingexpertise.com/e-bulletins/motivating-middle-behave-11049">read more</a></p> http://www.teachingexpertise.com/e-bulletins/motivating-middle-behave-11049#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Wed, 02 Mar 2011 11:12:13 +0000 scameron 11049 at http://www.teachingexpertise.com Keeping control when faced with challenging behaviour http://www.teachingexpertise.com/e-bulletins/keeping-control-when-faced-challenging-behaviour-10091 <p>Faced with a confrontation, it is widely accepted that we have an inbuilt, automatic response mechanism – the old ‘fight or flight’ scenario. Whether the confrontation is real or perceived, the response system is there to protect us. However, for adults working with pupils in an educational setting, whether it be the classroom, the dining room or an outside space, an uncontrolled fight or flight response is unlikely to be appropriate!<p><a href="http://www.teachingexpertise.com/e-bulletins/keeping-control-when-faced-challenging-behaviour-10091">read more</a></p> http://www.teachingexpertise.com/e-bulletins/keeping-control-when-faced-challenging-behaviour-10091#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Head of Year Fri, 05 Nov 2010 11:57:09 +0000 scameron 10091 at http://www.teachingexpertise.com Maintain involvement and reduce off-task behaviour using ‘positive leading’ http://www.teachingexpertise.com/e-bulletins/maintain-involvement-and-reduce-task-behaviour-using-positive-leading-9859 <p>While some students can be a source of annoyance and disruption by constantly shouting out answers to your questions, there will be some students who are most reluctant to take the risk of offering an answer during a group activity. A lack of self-confidence or a simple lack of knowledge may be the reason, but for many students, they do not want to be seen as failures, especially in front of their peers.</p><p><a href="http://www.teachingexpertise.com/e-bulletins/maintain-involvement-and-reduce-task-behaviour-using-positive-leading-9859">read more</a></p> http://www.teachingexpertise.com/e-bulletins/maintain-involvement-and-reduce-task-behaviour-using-positive-leading-9859#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Wed, 13 Oct 2010 15:14:53 +0100 scameron 9859 at http://www.teachingexpertise.com Managing behaviour using non-verbal signals http://www.teachingexpertise.com/e-bulletins/managing-behaviour-using-non-verbal-signals-9736 <p>Non-verbal signals have been used in schools for years. The simple ‘Shh’ indicator with index finger on lips, the thumbs-up and the ‘come here’ curl of the finger are perhaps the most widely recognised. But spend some time in a school assembly with your eyes on members of staff and you will immediately see a whole range of non-verbal signals being used to manage behaviour. Indicators with hands, a nod of the head and one of the best – ‘the look’ – are just a few of the techniques used.</p><p><a href="http://www.teachingexpertise.com/e-bulletins/managing-behaviour-using-non-verbal-signals-9736">read more</a></p> http://www.teachingexpertise.com/e-bulletins/managing-behaviour-using-non-verbal-signals-9736#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Tue, 05 Oct 2010 15:27:31 +0100 scameron 9736 at http://www.teachingexpertise.com Start the new school year with an effective communication system http://www.teachingexpertise.com/e-bulletins/start-new-school-year-effective-communication-system-9326 <p>At the start of a new school year, it is very easy to form the wrong impression of individuals who are new to you based on their reputations. This applies to both staff and students. It is also all too easy to slip back into ways of working which feel familiar but are not always the most effective.</p><p><a href="http://www.teachingexpertise.com/e-bulletins/start-new-school-year-effective-communication-system-9326">read more</a></p> http://www.teachingexpertise.com/e-bulletins/start-new-school-year-effective-communication-system-9326#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Wed, 01 Sep 2010 16:34:30 +0100 scameron 9326 at http://www.teachingexpertise.com How to deliver CPD on tackling off-task behaviour in lesson http://www.teachingexpertise.com/articles/how-deliver-cpd-tackling-task-behaviour-lesson-9298 <div class="field field-type-text field-field-content"><div class="field-items"><div class="field-item odd"><p>When teachers are asked what makes the biggest day-to-day difference in improving students' progress the answer is rarely better resources, smaller classes or more frequent lessons. More often it is getting pupils to stay focused and on-task.</p><p><a href="http://www.teachingexpertise.com/articles/how-deliver-cpd-tackling-task-behaviour-lesson-9298">read more</a></p> http://www.teachingexpertise.com/articles/how-deliver-cpd-tackling-task-behaviour-lesson-9298#comments Classroom management Continuing Professional Development CPD for NQTs CPD for support staff CPD leader CPD practice Thu, 12 Aug 2010 15:35:23 +0100 scameron 9298 at http://www.teachingexpertise.com Relax, recharge and organise for next term http://www.teachingexpertise.com/e-bulletins/relax-recharge-and-organise-next-term-9161 <p>There is a very strong temptation at the end of the summer term to clear your mind of all the difficult pupil behaviour you have had to manage over the school year and not think about it until the new term starts. Certainly you need a chance to relax and recharge, but a complete break, with no reflection and planning, can have a negative influence on your thinking. It can also have a negative effect on your ability to manage pupil behaviour when they, and you, return in the new term.</p><p><a href="http://www.teachingexpertise.com/e-bulletins/relax-recharge-and-organise-next-term-9161">read more</a></p> http://www.teachingexpertise.com/e-bulletins/relax-recharge-and-organise-next-term-9161#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Wed, 07 Jul 2010 15:03:13 +0100 scameron 9161 at http://www.teachingexpertise.com Using responsibility to improve behaviour http://www.teachingexpertise.com/e-bulletins/using-responsibility-improve-behaviour-8929 <p>There is probably only a handful of readers who still have memories of ‘jobs’ being given out to students, such as the role of ink or milk monitor. That same handful may also remember such jobs as banging the board cleaner on the hard playground to clean off the chalk and then wiping the blackboard down at the end of the day with a damp towel! Those particular jobs have now thankfully disappeared and the nominated students have grown up and left school.</p><p><a href="http://www.teachingexpertise.com/e-bulletins/using-responsibility-improve-behaviour-8929">read more</a></p> http://www.teachingexpertise.com/e-bulletins/using-responsibility-improve-behaviour-8929#comments Behaviour Management Behaviour Matters Classroom management Tue, 22 Jun 2010 11:20:35 +0100 scameron 8929 at http://www.teachingexpertise.com How is appropriate behaviour taught in your school? http://www.teachingexpertise.com/e-bulletins/how-appropriate-behaviour-taught-your-school-8690 <p>If we are to agree at the outset that appropriate behaviour should be taught, rather than expected or assumed, then it is worth comparing how, at present, behaviour is actually taught in your school. Try comparing the current styles of teaching behaviour with the methods used to teach curriculum areas. A good starting point would be to ask the following:</p><p><a href="http://www.teachingexpertise.com/e-bulletins/how-appropriate-behaviour-taught-your-school-8690">read more</a></p> http://www.teachingexpertise.com/e-bulletins/how-appropriate-behaviour-taught-your-school-8690#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Tue, 08 Jun 2010 17:12:30 +0100 scameron 8690 at http://www.teachingexpertise.com Not disruptive, but not on task http://www.teachingexpertise.com/e-bulletins/not-disruptive-not-task-8381 <p>This issue looks at the problems caused by pupils who are constantly off-task, but not overtly disruptive: how, if not proactively addressed, their behaviour can have a negative effect on peers, be the source of constant frustration for you, and if not dealt with can quickly disengage the pupil from the learning process.</p><p><a href="http://www.teachingexpertise.com/e-bulletins/not-disruptive-not-task-8381">read more</a></p> http://www.teachingexpertise.com/e-bulletins/not-disruptive-not-task-8381#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Head of Year Wed, 26 May 2010 17:19:47 +0100 scameron 8381 at http://www.teachingexpertise.com Using motivational interviewing techniques to promote behaviour change http://www.teachingexpertise.com/e-bulletins/using-motivational-interviewing-techniques-promote-behaviour-change-8312 <p>Motivational interviewing (MI) was originally developed by Miller & Rollnick (1991, 2002). It was defined as a person-centred directive method for enhancing an intrinsic motivation to change by exploring and resolving ambivalence. The central premise of the motivational interviewing approach is that <strong>people aren’t always ready to change their behaviours</strong>, so it abandons any presumption or assumption that people actually <em>want </em>to. Behaviour change then becomes reliant purely upon the individual’s motivation.</p><p><a href="http://www.teachingexpertise.com/e-bulletins/using-motivational-interviewing-techniques-promote-behaviour-change-8312">read more</a></p> http://www.teachingexpertise.com/e-bulletins/using-motivational-interviewing-techniques-promote-behaviour-change-8312#comments Change management Classroom management Classroom Teacher SEAL Coordinator Social & Emotional Learning eBulletin Social and Emotional Aspects of Learning Fri, 21 May 2010 10:58:17 +0100 scameron 8312 at http://www.teachingexpertise.com Dealing with the ‘significant minority’ of poorly-behaved students http://www.teachingexpertise.com/e-bulletins/dealing-significant-minority-poorly-behaved-students-8153 <p>To try to get a clear perspective of the problem affecting the significant minority, it is easier to think in terms of teaching groups rather than the school population as a whole. Within a typical class group of approximately 25-30 students, individuals tend to fit into the following categories:</p><p><a href="http://www.teachingexpertise.com/e-bulletins/dealing-significant-minority-poorly-behaved-students-8153">read more</a></p> http://www.teachingexpertise.com/e-bulletins/dealing-significant-minority-poorly-behaved-students-8153#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Head of Year Tue, 11 May 2010 09:37:37 +0100 scameron 8153 at http://www.teachingexpertise.com Dealing with students who answer back http://www.teachingexpertise.com/e-bulletins/dealing-students-who-answer-back-8056 <p>We are all completely familiar with the sometimes strange changes which come over all of us when we find ourselves in different surroundings. As emotionally literate adults we are confident in our ability to adjust our behaviours to fit with the environment in which we find ourselves. If you spend a couple of minutes reviewing how you would describe your behaviour in a variety of situations you will soon understand the point. For instance, describe your own behaviour in the following situations:</p><p><a href="http://www.teachingexpertise.com/e-bulletins/dealing-students-who-answer-back-8056">read more</a></p> http://www.teachingexpertise.com/e-bulletins/dealing-students-who-answer-back-8056#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Thu, 15 Apr 2010 15:28:28 +0100 scameron 8056 at http://www.teachingexpertise.com How can ‘time out’ benefit students’ behaviour? http://www.teachingexpertise.com/e-bulletins/how-can-time-out-benefit-students-behaviour-7946 <p><strong>Making positive use of ‘time out’</strong><p><a href="http://www.teachingexpertise.com/e-bulletins/how-can-time-out-benefit-students-behaviour-7946">read more</a></p> http://www.teachingexpertise.com/e-bulletins/how-can-time-out-benefit-students-behaviour-7946#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Tue, 09 Mar 2010 11:09:40 +0000 scameron 7946 at http://www.teachingexpertise.com Encourage good behaviour with effective student-teacher relationships http://www.teachingexpertise.com/e-bulletins/encourage-good-behaviour-effective-student-teacher-relationships-7915 <p>The topic for homework was the Ancient Egyptians, and having been quite stimulated by the introduction to the topic during the morning the Year 6 pupil couldn’t wait to find out more. The homework was due to be handed in by the end of the week and for two whole hours the youngster put together a collection of copied accounts and stories of the Ancient Egyptians, even managing to print off some photographs from articles found during a search on the family computer. It wasn’t a masterpiece, but it reflected a sense of motivation and effort.</p><p><a href="http://www.teachingexpertise.com/e-bulletins/encourage-good-behaviour-effective-student-teacher-relationships-7915">read more</a></p> http://www.teachingexpertise.com/e-bulletins/encourage-good-behaviour-effective-student-teacher-relationships-7915#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Mon, 01 Mar 2010 16:28:40 +0000 scameron 7915 at http://www.teachingexpertise.com Improve your behaviour management with pupil evaluation http://www.teachingexpertise.com/e-bulletins/improve-your-behaviour-management-pupil-evaluation-7833 <p><strong>Pupil evaluation and feedback</strong><br />School councils and pupil voice have become established and effective aspects of pupils’ ability to contribute their views to school development plans. How can this same model be used to shape behaviour management in the classroom?</p><p><a href="http://www.teachingexpertise.com/e-bulletins/improve-your-behaviour-management-pupil-evaluation-7833">read more</a></p> http://www.teachingexpertise.com/e-bulletins/improve-your-behaviour-management-pupil-evaluation-7833#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Head of Year Fri, 22 Jan 2010 16:34:44 +0000 scameron 7833 at http://www.teachingexpertise.com Too many rules http://www.teachingexpertise.com/e-bulletins/too-many-rules-7580 <p>The short introduction to this week’s ezine may well have already got you looking for the list of rules in place in your school or classroom. If this is the case, then perhaps this is proof enough that too many rules:</p><p>a) are hard to remember<br />b) are usually over-complicated<br />c) apply in one, or some, or all environments, making it very hard for some students to understand how to comply with such a wide variety of rules and boundaries. Or, indeed, give some students even more opportunities to question you!</p><p><a href="http://www.teachingexpertise.com/e-bulletins/too-many-rules-7580">read more</a></p> http://www.teachingexpertise.com/e-bulletins/too-many-rules-7580#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Tue, 24 Nov 2009 17:04:18 +0000 scameron 7580 at http://www.teachingexpertise.com Threat or sanction? http://www.teachingexpertise.com/e-bulletins/threat-or-sanction-7553 <p>Below are two classic examples of adults not meaning what they say, and thus demonstrating to students (and/or their own children!) that they are not quite in control of the situation. Using threats, even if unintended, will generally have a negative effect on behaviour, and in some circumstances will increase or escalate the unwanted behaviour.</p><p>Example one (at home):</p><p><em>‘Right, that’s just not acceptable, I don’t know what you were thinking! You’re grounded for the week!’</em></p><p><a href="http://www.teachingexpertise.com/e-bulletins/threat-or-sanction-7553">read more</a></p> http://www.teachingexpertise.com/e-bulletins/threat-or-sanction-7553#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Wed, 18 Nov 2009 12:07:21 +0000 scameron 7553 at http://www.teachingexpertise.com Using a points system to manage behaviour http://www.teachingexpertise.com/e-bulletins/using-points-system-manage-behaviour-7507 <p><strong>Using points systems in behaviour management<p><a href="http://www.teachingexpertise.com/e-bulletins/using-points-system-manage-behaviour-7507">read more</a></p> http://www.teachingexpertise.com/e-bulletins/using-points-system-manage-behaviour-7507#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Tue, 10 Nov 2009 16:08:00 +0000 scameron 7507 at http://www.teachingexpertise.com Benefits of having flexibility to planned lessons http://www.teachingexpertise.com/e-bulletins/benefits-having-flexibility-planned-lessons-7459 <p><strong>Changing the activity<br /></strong>As with many, if not all, possible solutions to problems, the most effective strategies are often the simplest. How many times have you been faced with a problem at home, or even a practical DIY issue, and said to yourself: ‘I can’t cope with this at the moment,’ or ‘This really starting to get to me now! I’m going to put it down and sort it out later.’</p><p><a href="http://www.teachingexpertise.com/e-bulletins/benefits-having-flexibility-planned-lessons-7459">read more</a></p> http://www.teachingexpertise.com/e-bulletins/benefits-having-flexibility-planned-lessons-7459#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Tue, 03 Nov 2009 15:24:33 +0000 scameron 7459 at http://www.teachingexpertise.com Demonstrating fairness, consistency and accountability in the classroom http://www.teachingexpertise.com/e-bulletins/demonstrating-fairness-consistency-and-accountability-classroom-7322 <p><strong>The ‘staged response’ to challenging behaviour</strong><p><a href="http://www.teachingexpertise.com/e-bulletins/demonstrating-fairness-consistency-and-accountability-classroom-7322">read more</a></p> http://www.teachingexpertise.com/e-bulletins/demonstrating-fairness-consistency-and-accountability-classroom-7322#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Tue, 13 Oct 2009 15:44:24 +0100 scameron 7322 at http://www.teachingexpertise.com Using verbal reinforcement to improve behaviour http://www.teachingexpertise.com/e-bulletins/using-verbal-reinforcement-improve-behaviour-7250 <p>‘Catch the student behaving well and praise him,’ is a classic piece of behaviour management advice. The obvious drawbacks to this advice are generally:</p><p><a href="http://www.teachingexpertise.com/e-bulletins/using-verbal-reinforcement-improve-behaviour-7250">read more</a></p> http://www.teachingexpertise.com/e-bulletins/using-verbal-reinforcement-improve-behaviour-7250#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Tue, 06 Oct 2009 10:28:17 +0100 scameron 7250 at http://www.teachingexpertise.com Recording progress with behaviour plans http://www.teachingexpertise.com/e-bulletins/recording-progress-behaviour-plans-7203 <p>It is unlikely that anyone would attempt to teach a lesson without a lesson plan. The plan would be a clear indication of:</p><p><a href="http://www.teachingexpertise.com/e-bulletins/recording-progress-behaviour-plans-7203">read more</a></p> Behaviour Management Behaviour Matters Classroom management Classroom Teacher Tue, 29 Sep 2009 10:16:50 +0100 scameron 7203 at http://www.teachingexpertise.com Dealing with delayed student response: allowing for 'start up time' http://www.teachingexpertise.com/e-bulletins/dealing-delayed-student-response-allowing-start-time-7169 <p>While I am certainly not condoning a delayed student response after your instructions or clear request, there is a very strong argument for allowing some students a ‘start-up time’. If not making an instant response, the majority of students will give an acceptable message of recognition (facial expression or verbal response) to your instructions, while a few students will try ‘testing’ your tolerance by:</p><p><a href="http://www.teachingexpertise.com/e-bulletins/dealing-delayed-student-response-allowing-start-time-7169">read more</a></p> http://www.teachingexpertise.com/e-bulletins/dealing-delayed-student-response-allowing-start-time-7169#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Wed, 23 Sep 2009 10:07:15 +0100 scameron 7169 at http://www.teachingexpertise.com Zero tolerance on challenging behaviour http://www.teachingexpertise.com/e-bulletins/zero-tolerance-challenging-behaviour-7121 <p>While possibly running the risk of raising fixed-term exclusions, and thereby having a negative effect on any formal assessment the school may be faced with (ie, the self-evaluation form and Ofsted), a zero tolerance approach towards unacceptable behaviour can certainly make positive changes to behaviour problems in the classroom and a climate of failure and low expectations.</p><p><a href="http://www.teachingexpertise.com/e-bulletins/zero-tolerance-challenging-behaviour-7121">read more</a></p> http://www.teachingexpertise.com/e-bulletins/zero-tolerance-challenging-behaviour-7121#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Mon, 14 Sep 2009 16:50:17 +0100 scameron 7121 at http://www.teachingexpertise.com Aiding the success of behaviour policies http://www.teachingexpertise.com/e-bulletins/taking-responsibility-ensuring-good-behaviour-7076 <p>For existing readers of these articles, welcome back from the summer break. And for anyone new to Behaviour Matters, I trust you will find all the articles useful in addressing the behaviour issues within the teaching and learning environment.</p><p><a href="http://www.teachingexpertise.com/e-bulletins/taking-responsibility-ensuring-good-behaviour-7076">read more</a></p> http://www.teachingexpertise.com/e-bulletins/taking-responsibility-ensuring-good-behaviour-7076#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Tue, 08 Sep 2009 10:03:20 +0100 scameron 7076 at http://www.teachingexpertise.com Preparing the school environment for a new term http://www.teachingexpertise.com/e-bulletins/preparing-school-environment-new-term-6956 <p>It might seem an untimely reminder to mention the new term, but this issue is intended to gently help you to remain focused on the work ahead – even with the thought of the summer holidays looming very large!</p><p>Just as many of the large department stores are now having sales of their summer stock and displaying signs declaring ‘Back to School!’, so the weeks between now and September will race by and you will indeed soon be back to school with all the preparation, organisation and stress it can bring.</p><p><a href="http://www.teachingexpertise.com/e-bulletins/preparing-school-environment-new-term-6956">read more</a></p> http://www.teachingexpertise.com/e-bulletins/preparing-school-environment-new-term-6956#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Wed, 15 Jul 2009 10:21:44 +0100 scameron 6956 at http://www.teachingexpertise.com Self-review your behaviour strategies to improve your self-esteem http://www.teachingexpertise.com/e-bulletins/self-review-your-behaviour-strategies-improve-your-self-esteem-6746 <p>Over the past months in this ezine we have put a lot of emphasis on the need to create an emotionally literate teaching and learning environment; to have a wide range of effective strategies and styles of approach; and to work hard on forming relationships with all pupils in your care. At some point, however, consideration must also be given to your own wellbeing. Just as the behaviour of the pupils is driven by thoughts and emotions, the environment and relationships, so these factors also affect your own behaviour.</p><p><a href="http://www.teachingexpertise.com/e-bulletins/self-review-your-behaviour-strategies-improve-your-self-esteem-6746">read more</a></p> http://www.teachingexpertise.com/e-bulletins/self-review-your-behaviour-strategies-improve-your-self-esteem-6746#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Self-Evaluation Tue, 23 Jun 2009 10:16:39 +0100 scameron 6746 at http://www.teachingexpertise.com Classroom seating plans http://www.teachingexpertise.com/e-bulletins/classroom-seating-plans-6637 <p>Ranging from the ‘sit where you like’ approach, to the carefully structured social or ability grouping systems, seating plans and layouts in classroom can vary tremendously. In addition to the social needs of the pupils, teachers also have to take into account the physical and behavioural needs of individuals. Access to equipment, personal belongings and storage, linked to the need to sit away from distractions (such as windows), are all important considerations when attempting to provide the ideal teaching and learning environment.</p><p><a href="http://www.teachingexpertise.com/e-bulletins/classroom-seating-plans-6637">read more</a></p> http://www.teachingexpertise.com/e-bulletins/classroom-seating-plans-6637#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Tue, 16 Jun 2009 10:09:32 +0100 scameron 6637 at http://www.teachingexpertise.com Top 20 behaviour strategies http://www.teachingexpertise.com/e-bulletins/top-20-behaviour-strategies-6461 <p>Everyone has their own range of strategies and styles of managing the behaviour of pupils in their classroom; however, it is sometimes worth reviewing the effectiveness of these strategies and also adding some perhaps forgotten ones to your list.</p><p><a href="http://www.teachingexpertise.com/e-bulletins/top-20-behaviour-strategies-6461">read more</a></p> http://www.teachingexpertise.com/e-bulletins/top-20-behaviour-strategies-6461#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Tue, 02 Jun 2009 11:42:05 +0100 scameron 6461 at http://www.teachingexpertise.com Defusing arguments with students http://www.teachingexpertise.com/e-bulletins/defusing-arguments-students-5735 <p>It is so easy to be drawn into the counter-productive argument situation. This article looks at some proactive techniques for avoiding an argument in the first place, and for defusing an escalating battle of words should one begin.</p><p>Two dictionary definitions of an argument:</p><p><a href="http://www.teachingexpertise.com/e-bulletins/defusing-arguments-students-5735">read more</a></p> http://www.teachingexpertise.com/e-bulletins/defusing-arguments-students-5735#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Head of Year Mon, 27 Apr 2009 15:29:50 +0100 scameron 5735 at http://www.teachingexpertise.com Motivate pupils for better behaviour http://www.teachingexpertise.com/e-bulletins/motivate-pupils-better-behaviour-5361 <p>Feedback from pupils regarding what motivates them in the classroom reveals an interesting range of issues. While some of the motivators will certainly have a positive effect on pupil behaviour, there are several more worrying influences that clearly link innappropriate or unacceptable behaviour to negative motivation.</p><p>A <em>Pure Dictionary </em>definition of ‘motivation’ describes it as:</p><p><a href="http://www.teachingexpertise.com/e-bulletins/motivate-pupils-better-behaviour-5361">read more</a></p> http://www.teachingexpertise.com/e-bulletins/motivate-pupils-better-behaviour-5361#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher SEAL Coordinator Social and Emotional Aspects of Learning Mon, 23 Mar 2009 10:45:22 +0000 scameron 5361 at http://www.teachingexpertise.com Tips for pupils on how to manage their feelings http://www.teachingexpertise.com/e-bulletins/tips-pupils-how-manage-their-feelings-5249 <p>It can be easy to become angry; it is a normal human emotion. Many pupils (and staff) are all too familiar with the early warning signs of such an emotion. <em>Recognising </em>both the physical and emotional clues that denote strong feelings is clearly an important stage in being able to appropriately <em>manage </em>those feelings. But to be angry for the right reasons, with the right person, at the right time and in an appropriate manner, is much more difficult.</p><p><a href="http://www.teachingexpertise.com/e-bulletins/tips-pupils-how-manage-their-feelings-5249">read more</a></p> http://www.teachingexpertise.com/e-bulletins/tips-pupils-how-manage-their-feelings-5249#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher NQT SEAL Coordinator Social and Emotional Aspects of Learning Tue, 17 Mar 2009 11:58:55 +0000 scameron 5249 at http://www.teachingexpertise.com Improve behaviour with better personal time management http://www.teachingexpertise.com/e-bulletins/getting-time-management-right-during-school-day-4827 <p>If you have tried any <a href="http://www.teachingexpertise.com/e-bulletins/tracking-behaviour-4110"><strong>behaviour tracking</strong></a> or screening of the teaching and learning environments, you will no doubt have noticed a range of issues which need attention. Your behaviour tracking information should have helped you to identify not just who is regularly involved, but also when and where. Lesson changes, first thing in the morning and straight after lunch-break, are often key times for difficulties to arise.</p><p><a href="http://www.teachingexpertise.com/e-bulletins/getting-time-management-right-during-school-day-4827">read more</a></p> http://www.teachingexpertise.com/e-bulletins/getting-time-management-right-during-school-day-4827#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher NQT Teaching and Learning Teaching Assistant Time Management Mon, 23 Feb 2009 11:19:51 +0000 scameron 4827 at http://www.teachingexpertise.com Encouraging students to reflect on misbehaviour http://www.teachingexpertise.com/e-bulletins/encouraging-students-reflect-misbehaviour-4651 <p>Possibly some of the readers of this bulletin may remember the days of writing lines (made easier by taping two or three pens together!) or copying out pages of seemingly useless text. In days gone by (hopefully) consequences or sanctions failed to act as an aid to changing behaviour and were simply there as a punishment for misbehaviour. Many pupils spent hours and hours of their time at school ‘thinking’ about their behaviour.<p><a href="http://www.teachingexpertise.com/e-bulletins/encouraging-students-reflect-misbehaviour-4651">read more</a></p> http://www.teachingexpertise.com/e-bulletins/encouraging-students-reflect-misbehaviour-4651#comments Behaviour Management Behaviour Matters Classroom management Tue, 17 Feb 2009 10:18:52 +0000 scameron 4651 at http://www.teachingexpertise.com Maintaining good order and discipline: what powers do teachers have? http://www.teachingexpertise.com/articles/maintaining-good-order-and-discipline-what-powers-do-teachers-have-4166 <p>Over the past 18 months or so, the government has, through legislation and guidance, provided teachers with a number of new powers intended to provide them with the support and protection required to ensure that effective education is not disrupted. In theory, the most far-reaching changes include law and guidance on confiscation of pupils’ property and the use of force in schools.</p><p><a href="http://www.teachingexpertise.com/articles/maintaining-good-order-and-discipline-what-powers-do-teachers-have-4166">read more</a></p> http://www.teachingexpertise.com/articles/maintaining-good-order-and-discipline-what-powers-do-teachers-have-4166#comments Child Protection Coordinator Classroom management Classroom Teacher Headteacher Leadership and Management Legal liability Legislation Teaching and Learning Thu, 12 Feb 2009 12:30:39 +0000 scameron 4166 at http://www.teachingexpertise.com Managing behaviour strategies reviews http://www.teachingexpertise.com/e-bulletins/managing-behaviour-strategies-reviews-4143 <p>This ebulletin is the final section looking at behaviour surveys, tracking behaviour and teaching strategies. The reviews are intended to give teaching and non-teaching staff a comprehensive range of responses and interventions to add to their own collection or ‘toolbox’ of strategies. The interventions are ideally suited as proactive interventions (rather than reactive), the better for you to set the scene and ethos of the learning environment instead of desperately trying to solve behavioural problems once they have occurred.</p><p><a href="http://www.teachingexpertise.com/e-bulletins/managing-behaviour-strategies-reviews-4143">read more</a></p> http://www.teachingexpertise.com/e-bulletins/managing-behaviour-strategies-reviews-4143#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Mon, 09 Feb 2009 11:09:53 +0000 scameron 4143 at http://www.teachingexpertise.com Monitoring and tracking behaviour http://www.teachingexpertise.com/e-bulletins/tracking-behaviour-4110 <p>The traditional method of tracking and monitoring the behaviour of an individual or groups of students is to collect vital pieces of information from members of staff who have either observed inappropriate behaviour, or who have in fact been the victim of it. For many schools it may be class teachers, form tutors and heads of year sending out requests for information (round-robins) or, in the case of challenging behaviour, the same staff may receive written notes, phone calls or face-to-face reports of various incidents.</p><p><a href="http://www.teachingexpertise.com/e-bulletins/tracking-behaviour-4110">read more</a></p> http://www.teachingexpertise.com/e-bulletins/tracking-behaviour-4110#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Tue, 03 Feb 2009 11:15:18 +0000 scameron 4110 at http://www.teachingexpertise.com Advice on how to use necessary force with a pupil http://www.teachingexpertise.com/articles/advice-how-use-force-when-dealing-pupil-4066 <p><strong>Deciding how to use force</strong></p><p><strong><em>Passive intervention</em></strong><br />If attempts to avoid the use of force or avert a difficult situation have failed, then the teacher or staff member may wish to attempt a passive intervention. For example, if two younger pupils are fighting, it may be that simply stepping between them will be enough to bring the situation to a halt.</p><p><a href="http://www.teachingexpertise.com/articles/advice-how-use-force-when-dealing-pupil-4066">read more</a></p> http://www.teachingexpertise.com/articles/advice-how-use-force-when-dealing-pupil-4066#comments Child protection Classroom management Classroom Teacher CPD leader Head of Year Headteacher Leadership and Management Legal framework Legal liability Legislation NQT Wed, 28 Jan 2009 15:28:29 +0000 scameron 4066 at http://www.teachingexpertise.com Auditing to improve behaviour http://www.teachingexpertise.com/e-bulletins/auditing-improve-behaviour-4060 <p>This ebulletin gives an objective view of whole-school policies, understanding and consistency in<meta http-equiv="Content-Type" content="text/html; charset=utf-8"><meta name="ProgId" content="Word.Document"><meta name="Generator" content="Microsoft Word 11"><meta name="Originator" content="Microsoft Word 11"><link rel="File-List" href="file:///C:%5CDOCUME%7E1%5Cscameron%5CLOCALS%7E1%5CTemp%5Cmsohtml1%5C01%5Cclip_filelist.xml" /><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:PunctuationKerning /> <w:ValidateAgainstSchemas /> <w:SaveI<p><a href="http://www.teachingexpertise.com/e-bulletins/auditing-improve-behaviour-4060">read more</a></p> http://www.teachingexpertise.com/e-bulletins/auditing-improve-behaviour-4060#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Tue, 27 Jan 2009 11:06:21 +0000 scameron 4060 at http://www.teachingexpertise.com Teaching tips for helping those with BESD + Helpsheet 17 http://www.teachingexpertise.com/e-bulletins/teaching-tips-helping-those-besd-helpsheet-17-4023 <p>Managing behaviour is one of the most important aspects of any teacher’s role (many would say THE most important); until the behaviour of pupils is conducive to learning, all efforts at teaching may be in vain. As mentioned last week, it’s important that all staff feel confident in using a range of techniques in the classroom to nurture positive behaviour and discourage negative action (or inaction!). Consistency is vital; pupils need to know that rules apply throughout the school.<p><a href="http://www.teachingexpertise.com/e-bulletins/teaching-tips-helping-those-besd-helpsheet-17-4023">read more</a></p> http://www.teachingexpertise.com/e-bulletins/teaching-tips-helping-those-besd-helpsheet-17-4023#comments Behaviour Management Classroom management Communication and social skills SENCO SENCO Week Special Educational Needs Mon, 19 Jan 2009 10:54:01 +0000 scameron 4023 at http://www.teachingexpertise.com