Bell Work – pick one, discuss!

A pupil approaches you in a lesson and tells you another pupil has spat on his back - what do you do?

Three girls are sitting in your classroom and are doing no work. You ask them why; “because your lessons are shite” - what do you do?

Class Management

What’s your

biggest fear?

Who do you want to be?

Get the Basics Right• Meet at the door• Smile• Talk!• Be positive• Have something engaging for kids to do on entering

room• Learn and use names• Be confident• Be Tenacious

You are not in Control!• You will MANAGE what’s going on – you are

not necessarily in control• Prevention better than cure – try and avoid

issues by getting your routines right• Kids like you to be stable/consistent – don’t

blow hot and cold: e.g. “the pencil saga”• Firm but Fair... What the hell does that

mean?!

Walk the Room• You are not chained to your desk or

whiteboard• Do a movement check – ask your

SBT• Talk to the kids!• Proximity

Voice• What’s yours like?• How do you speak to kids? – don’t patronise• Volume – when should it change?• Tone• What’s your “nervous habit”?

Non-Verbals

Prevent the Bad Stuff• Focus on the good – praise positive behaviour:

“Thanks David, you’re ready to listen”, “Well done Lisa, you’ve got all your equipment ready”

• Smile, be friendly, find out some interesting stuff about your students – “Connor, I heard you scored a worldy at the weekend?”

• Deflate potential issues: “Is everything OK round this table?”, “Do you guys know what you should be doing?”, “Jess, just explain to me again what the task is”

Why do kids kick off?• How did you treat Student Teachers?• Is the pupil stuck?• Is work set at appropriate level?• Would you find the work stimulating?• What’s happened earlier in the day?• What has the kid had for breakfast/lunch?• SEN? Have you catered for this?

How many of these could you influence?

So what are you going to do?

1. Don’t ignore – challenge (not confront: kids don’t back down)

2. Assess the situation – be rational3. Where does it sit from 1-10 on the Dr Pepper scale (i.e.

What’s the worst that could happen?)

4. Your response needs to be proportionate – don’t go too hard too soon

5. If you issue a sanction – follow it through6. Focus on Primary Behaviour – deal with the major issue

Accept the Inevitable... It will probably go wrong at some point

So, now it’s going wrong, what do you do?

Tactics:• “Maybe, but”• “Thanks for that...”• “I like you _____, but what I don’t like is____”• NEPGIT: Name, Eye Contact, Pause, Gesture,

Instruction, Thanks• Choice – “if you choose ___, then ____” –

sanction

So, now it’s going wrong, what do you do?

Tactics:• Back at ya! – “put yourself in my shoes”• The Humour Shield – deflects stuff• Remove from situation – “Bailey, come here for a

second my friend... Right, the reason I’ve asked to speak to you...”

• Role Model – find a pupil doing what you want (preferably a peer of the other), reinforce good behaviour

• “ACE” – Acknowledge...Clarify...Explain

Major Kick-offsRare at Cramlington:

If these things happen in your lesson – your mentor/supervising teacher will help/intervene:

FightSwearing directed at youViolent behaviour

Review• Routines – prioritise these early• Step in early/prevent – save yourself trouble

later• Be Tenacious – don’t let things go if you’re

unhappy• Watch other teachers – plagiarise good practice• Don’t bottle it – it won’t be easy at times, but if

you work hard with kids, most will repay you