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What attributes help teachers to secure a calm, purposeful and cooperative working atmosphere in the classroom?

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Presentation on theme: "What attributes help teachers to secure a calm, purposeful and cooperative working atmosphere in the classroom?"— Presentation transcript:

1 What attributes help teachers to secure a calm, purposeful and cooperative working atmosphere in the classroom?

2 What will be most helpful in enabling you to get better at it? Practice- doing it in the classroom Watching experienced teachers doing it Advice from hardened combat veterans Reading about it Lectures and seminars Talking about it with fellow students

3 TDAs NQT survey -2006 Initial teacher education and pupil behaviour – what next?

4 TDAs NQT survey -2007

5 Haydn, T. (2009) Initial teacher education and the management of pupil behaviour What experiences, resources and interventions do students find helpful? In Innovations and Development in Initial Teacher Education: proceedings of the 2008 ESCalate Conference: 153-59. Online at: http://escalate.ac.uk/5618

6 Impact learning Not just a question of giving it more time/slots etc. (Bramble, 2007.. You could devote whole course to it and still there would be some….) Inputs can be a) helpful b) neutral c) worse than useless Plus – they forget stuff.

7 Joe Elliott, B4L Conference, University of Warwick 24 May 2007 Its about a set of complex and sophisticated skills which can be learned if you are intelligent, open to learning and conscientious: Composure (Coping)(*r/eye)/Awareness (keeping an eye out)* Handling overlapping (trafficlighting)* Positioning*/Eye contact/Body language Coming into the room/Beginnings of lessons/ Transitions/Endings/Sending clear messages*/ Voice/Verbal interaction with pupils*/Timing (pace)/Planning/Warmth- distance continuum/ Understanding strength of your position in different circs*/ Initiative with resources/sense of audience*

8 The ontology of managing pupil behaviour – what is there to think about? Planning for learning – stirring and settling activities, interplay of high and low value activities Skills of interaction with pupils – tone, manner, confidence Subject pedagogy – ability to motivate and engage pupils in the subject, differentiation, broad grasp of purposes of subject Understanding pupils (Holt quote, Frasier extract) Literature – Rogers, Cowley etc. Understanding of school contexts and systems Control skills – adroit use of rewards and sanctions Learning from other teachers (differences within as well as between schools) Reflective practice and self-awareness (its not genetic - Joe Elliott B4L Conference Keynote 2007) It depends – no easy, universal formula (moving pupils and getting class quiet extracts)

9 Impact resources… (It even made me cry when they showed that bit from the Unteachables video.) Problematising issues and stimulating thought and discussion, not giving the answers/solutions 10 point scale: the working atmosphere in the classroom (see handout) DVD extracts Well chosen texts/quotes (Heafford, Cowley, Maclennan, Holt) Pupil testimony

10 A ten point scale for thinking about the working atmosphere in the classroom – see handout. Level 3? Level 5? Some Level 10s

11 Teacher testimony… Getting them quiet…. Coping… Sending pupils out… Moving/seating plans… Stenhouse idea: the purpose of educational research is for teachers to test ideas out against their own experience. Joe Elliott: complex set of sophisticated skills that you develop over time….. (Plus a place for instruction/advice…) Use of metaphors – are you a hobnob or a rich tea biscuit?


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