Presentation on theme: "What attributes help teachers to secure a calm, purposeful and cooperative working atmosphere in the classroom?"— Presentation transcript:
What attributes help teachers to secure a calm, purposeful and cooperative working atmosphere in the classroom?
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
TDAs NQT survey Initial teacher education and pupil behaviour – what next?
TDAs NQT survey -2007
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: Online at:
Impact learning Not just a question of giving it more time/slots etc. (Bramble, 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.
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*
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)
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
A ten point scale for thinking about the working atmosphere in the classroom – see handout. Level 3? Level 5? Some Level 10s
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?