1. Geography PGCE Session 6 Classroom Management 1 Relationships and Expectations Tuesday 19 th October 2010

2. Aims to consider some strategies for developing skills, knowledge and values within lessons, with due regard to what leads to good learning as well as good teaching to consider the nature and purpose of direct teaching to consider ways in which geography teaching and learning could and should extend beyond mere acquisition of knowledge Objectives be able to match the approaches used in geography lessons to the subject matter and the pupils being taught; know how to question effectively and use pupils’ responses to take learning forward; understand the relationships between learning and teaching; how can we consolidate learning and ensure “ownership” of knowledge. demonstrate examples of good and poor practice based on observations and experience. know how to encourage increasing pupil autonomy in their work in geography understand why the enquiry approach acquired such prominence in geography teaching and learning know how to stimulate enthusiasm, curiosity and motivation in geography teaching

3. Teaching and Learning Strategies You are a geography departmental team in a large comprehensive school. As a result of option choices during Year 9, 105 pupils have opted for Geography next year. You have four teachers available when GCSE geography is timetabled. Your task is to allocate the 105 pupils to four teaching groups. There are several constraints which may influence your thinking! Work in groups as departmental teams. Draw up on large sheets for display. Discuss implications!

6. Why do they misbehave? Some possibilities: school work is trivial and boring so disruption is more interesting; children naturally rebel against adult, authoritarian regimes; teachers do not assert themselves; pupils enjoy the attention created by disruption

7. Work and establishment of classroom order 1] Use lots of straightforward work as a setting to teach rules and procedures. Use a whole-class focus and didactic teaching.↓ 2]Use more differentiated work. Use more challenging work. Use a greater variety of group and teaching methods↓ 3]Teach, demand and promote greater pupil autonomy. After Charles Desforges, An Introduction to Teaching, Chapter 10

8. Skills in managing the classroom context. Teachers managing the classroom situation are: managing the physical setting (layout, seating, resources) managing the social structure (groupings and working patterns) managing the psychological setting –timing –pacing and routines –teacher’s “public” versus “personalised” performance –maintaining awareness of the outside world –managing more than one event at a time –including “selective ignoring” –recognising and tolerating the unpredictable nature of classroom life.

9. What helps reduce conflict? 1]CO-OPERATION. Helping pupils to learn to work together, to trust, help and share. 2]COMMUNICATION Observe carefully, communicate well and listen to each other. 3]RESPECT To understand people’s differences and why prejudice is wrong. 4]POSITIVE EXPRESSION Express feelings in ways that are not destructive but are controlled – especially anger. 5]CONFLICT RESOLUTION. How to resolve conflicts by talking them through. You don’t solve conflicts by sweeping them under the carpet. You don’t solve conflicts by force. After Chris Watkins, Managing Classroom Behaviour.

10. Which schools tend to have least problems? Proactive schools have better behaviour. Schools which aim to pre-empt and prevent difficulties do well. They recognise that they contribute to the pattern of behaviour in the school and take steps to understand and analyse such patterns, and intervene through preventative approaches. Schools with a strong sense of community have better behaviour. They give attention to how students feel affiliated to the school. Adults engage with pupils personally and challenge them to engage in the life of the school in a wide range of ways. Schools with teacher collaboration have better behaviour. Teachers share information about particular pupils to find ways to help them learn more effectively. Teachers seek help widely when they have problems with particular pupils, look for causes and then solutions. Schools which promote pupil autonomy have better behaviour Schools which promote self-discipline and active involvement in the learning process do well. In contrast, schools can generate a climate of conflict and tension with a severe punishment regime, or a libertarian climate with apathy and a lack of direction. Both extremes are linked with high levels of misbehaviour.