developing your classroom management skills · developing your classroom management skills session...
TRANSCRIPT
Developing your Classroom Management Skills
Session Outcomes:
To reflect on your own classroom management strategies.
To reflect on the difference between praise and acknowledgement and when each
To practice/apply strategies and receive feedback
Links to Teachers Standards
TS 1. Set high expectations which inspire, motivate and challenge pupils
TS 7. Manage behaviour effectively to ensure a good and safe learning environment
Summary of Content:
Behaviour and classroom management can be one of the most difficult aspects for a new teacher to master. This session will look
at the fundamental principles of classroom management, as well as giving you time to reflect on what the behavioural norms are in
your classroom. You will have the opportunity to revise and practice some key TLAC techniques for behaviour management and
troubleshoot any difficulties you are having with classroom management.
Resources:
PowerPoint and videos (speakers)
Handout 1 – Session Handout
Facilitators (s):
DL/Ambassador Associate. If facilitated by an AA they will need to attend the facilitator briefing.
Please adjust the amount of content or pace depending on delivery time available.1.5hrs to 2hrs
Length: 120 minutes
Phase: Secondary
INFORMATION FOR SESSION FACILITATOR
Do NowReflect individually:
1. In what ways has your behaviour management improved since your first day of teaching in September?
2. Now, almost halfway through the year, what would you like to improve about your behaviour management?
Then share these reflections with the people on your table…
Developing your classroom management skills
Rob Bristow
Development Lead
Objectives1.To reflect on your own classroom management strategies
2. To explore a group of strategies to support with classroom management
3. To practise/apply these strategies and receive feedback
1. You will have identified strengths and areas for development in
your classroom management.
2. You will have had the opportunity to practise strategies and
receive constructive feedback from your peers.
Session Outcomes
Trainee Development Framework (TDF)
TS1 - Set high expectations which inspire, motivate and challenge pupils
TS7 - Manage behaviour effectively to ensure a good and safe learning
environment.
In this session we will focus on the behaviour & actions of the teacher and how this affects the behaviour of the pupils.
Classroom Management
Routines Expectations
Norms
Rewards Consequences
R
E
L
A
T
I
O
N
S
H
I
P
s
Persona
Self-ReflectionNorms Your reflections
Routines
Persona
Expectations
Rewards
Consequences
Relationships
TLAC Technique 59
• Differentiate Acknowledgment (of effort/compliance) and Praise (of work/quality)
• Praise and Acknowledge Loudly, Fix Softly
• Praise Must be Genuine
03/02/2020Slide footer if required 11
Praise or acknowledgement? Ethan, thank you for listening.
3, 2, 1…And all eyes
are on me. Perfect.
Really clear reading,
James. Excellent
pronunciation. Well done.
You’re now facing the front,
Fatima. That’s better.
Matthias followed each
step and rounded his
answer to 2 significant
figures. Cracking stuff!
I really appreciate you starting
us off with that answer,
Khadija. But you’ve missed
out something important.
I like that, Connor.
You included precise
dates in your
narrative. Excellent.
Love your use of the
word ‘exquisite’,
Jessie. Great vocab!
Least Invasive InterventionTLaC Technique 53
By using subtle behaviour for learning techniques that minimise ‘drama’ you can correct off task pupils and maximise learning time.
If a pupil is confronted too early or too publicly, a situation can escalate a unnecessarily.
Least Invasive Intervention is therefore an iterative approach to tackling off-task behaviour from pupils.
03/02/2020Slide footer if required 14
Least Invasive Intervention
Can you
remember
what the 6
principles are
of least
invasive
interventions.
List them on
Page 5
Least Invasive InterventionNon-verbal intervention
Least Invasive Intervention
Non-verbal intervention
Positive Group Correction
Least Invasive InterventionNon-verbal intervention
Positive Group Correction
Anonymous individual correction
Least Invasive InterventionNon-verbal intervention
Positive Group Correction
Anonymous individual correction
Private individual correction
Least Invasive InterventionNon-verbal intervention
Positive Group Correction
Anonymous individual correction
Private individual correction
Private individual precise praise
Least Invasive InterventionNon-verbal intervention
Positive Group Correction
Anonymous individual correction
Private individual correction
Private individual precise praise
Lightning-quick public correction
Brighten Lines
TLaC Technique 28
• Ensures that pupils clearly perceive changes in activities or formats.
• Clear start and stop to activities/tasks means fewer opportunities for pupils to become off task.
• It relies on clarity of instruction, and pupils knowing what they should be doing to complete an activity.
03/02/2020Slide footer if required 22
ME:
I’m going to model the
Brighten Lines 10 step
routine, drawing on What
To Do, Work The Clock,
building in some Precise
Praise, and using the
Least Invasive
Intervention.
YOU:
Use the RAG rating
document on pg 9 of the
session pack to track
whether and how well I
include each step.
Be ready to give me some
feedback.
Modelling the Brighten Lines routine
Scenario
You are setting your class off to complete a mind map
of what they already know at the beginning of a topic.
Things to focus on:
• Give clear instructions using What To Do and a
clear time limit
• Brighten Lines when setting pupils off with a clear
‘go signal’
• Use of precise praise as pupils begin.
• Use of Least invasive Intervention for the pupil who
doesn’t.
Scripting – 5 minutes
Script what you will say
and/or do for each of the 10
steps of the routine.
Use the Precise Praise
phrases and the phrases
you drafted for Least
Invasive Intervention earlier
in the session to help you.
Practice - scripting
PracticeProtocol
There are two roles in each
round:
- Teacher
- Feedback person/Pupil
There will be two rounds of 8
minutes of practice, one for
each teacher.
The first teacher is the one
whose first name comes first
in the alphabet, then swap.
Each round: 10 minutes (May vary)
1. Teacher to brief the feedback person on how
to behave (1 min)
2. Teacher delivers the routine, feedback person
uses the Rag rating document to keep track
of how well each step is included.
3. Feedback person gives feedback using the
RAG rating document (max. 1 min)
4. Repeat steps 2 and 3 until time is up with
teacher incorporating feedback each time.
T FB
Next Steps…
Write one action step you will take as a result of this session.
Share this in your next mentor meeting and consider incorporating it into a new objective relating to TS7.
03/02/2020Slide footer if required 27
Success Criteria
1.You will have identified strengths and areas for development in your classroom management.
2.You will have had the opportunity to practise strategies and receive constructive feedback from your peers.
03/02/2020Slide footer if required 28
http://bit.ly/LDN1819
03/02/2020Slide footer if required 29
Exit Ticket:
Complete your evaluation …
… thank you
Teach First is a registered charity, no. 1098294 teachfirst.org.uk @TeachFirst @teachfirstuk