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Basics of Behaviour Management
Be definite
'I know what I want'
Being definite in your teaching is all about knowing what your expectations are for your students. Like predators sensing weakness in thier prey, students seem to be instinctively aware of vulnerability and uncertainty in thier teachers. Knowing exactly what you want allows you to communicate an air of confidence to your class. From the moment you walk through the door, you must 'show no fear'. You should be so certain of what you want from your students, that there is no room for them to argue, no chance for them to 'step out of the line'. And if your students do misbehave, this should be treated with a suitable level of amazement and suprise: are they really defying your expectations?
Interestingly, the point about being definite came up frequently in the students interview that I conducted. The children explained that if a teacher seems uncertain, acts as though they are scared, or tries not to get on the 'wrong side' of thier students, the children have far less respect for that teacher. Students want certainty from the adult figures in their lives. They want you to create and enforce boundaries that give them a feeling of solidity.
Entering the room
1. How should the students enter the room? For example, do they
- line up outside and wait for the teacher to invite them in;
- enter as they arrive if the teacher is in the classroom?
The first strategy is probably preferable in 'difficult' schools, as it allows the teacher to stucture the entry of the class into the room, and it also demonstrates a high level of control to the students. However, if you are likely to have wait a long time for those arriving late to your lesson, you might want to consider the second possibility.
2. what do the students do once they are inside your classroom?
Do they
- go directly to thier seats, get out thier books, pencil cases, diaries, etc, and wait for the register to be taken or the lesson to begin;
- collect any equipment they need and start work immediately?
Although the first suggestion might seem to offer more 'controlled' start of the lesson, the second option could actually help you to engage a difficult class more quickly. if you are planning some whole class teaching, the first method may suit you better. However, if the class is going to be doing project work, they could actually get started immediately, leaving you free to deal with any troublemakers or latecomers.
The lesson
1. How will the lesson start? Will it be
- with the register being taken;
- with homework being collected in;
- with the teacher explaining aims of the lesson?
The choice of whether to 'plunge' straight into the lesson, or to deal with administration first, will depend very much on the type of class you are teaching. If you are dealing with a restless bunch of youngsters, it may be counter-productive to demand that they hand their homework first. If homework has not been done, you will then set up a series of confrontations that might best be avoided.
2. how will the children approch their work? Will it be
- in complete silence at all times;
-chatting quietly with the person sitting next to them;
- talking as they wish with no restrictions;
- in silence for a period of time, then taking a short break.
The choice you make from the options above will depend on a whole range of factors: the type of children you teach, the school ethos within which you work, the style and person you wish to put across to your class, and so on. I would always recommend strating off with a class working in complete silence, because it is easy enough to relax from this as a reward for good behaviour and work. it is much harder to move back from allowing your students to tlak as they wish, if you do find the noise levels getting out og hand.
3. How will the lesson finish?
- The student are dismissed a few at a time;
- all the students stand behind their chairs and wait to be dismissed;
- the class leaves when the bell goes.
The first of these options allows the teacher to keep any students who they need to talk for whatever reason. the second option offers a very controlled ending to the lesson, and in addition the teacher can check the floor for rubbish and also get the chairs pushed in, leaving the classroom looking orderly. At times, however, you will be so relieved that the class are leaving, that you just allow them to go, wiping your brow in relief at the same time.
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