2Practical ways of being a positive teacher Teaching environmenttable arrangementrows or tables in groupswhat are the uses anddisadvantages?displayswhat purpose(s) do they serve?availability of resourceswhy is this important?colour
3Practical ways of being a positive teacher Planning andapproach to teachingenthusiasm for subjectenergypacewell-planned, interesting activitiesappropriate level – build in success
4Practical ways of being a positive teacher Teacher’s attitude to pupilsdevelops a relationship with pupilsgreets the class in a positive wayvalues pupilsuses praiseuses constructive languageoffers a positive role modelmakes effective use of verbal and non-verbal skillsmanages behaviour in a positive way
5Body language Facial and body expression Voice confident eye contact, smile, stance, gestures, personal spaceconfidentassertive, not aggressiveVoicefirm, clear, not shouting
6Expectations Set high expectations, but not unrealistic ones give clear and consistent boundariesestablish simple routinesuse rewards and sanctions in a constructive wayexplain expectations clearlyset them when you first take the class, reiterate if necessaryare phrased in a positive way e.g. instead of ‘ Don’t shout out’ you could say ………………………….
8Rewards What are suitable rewards? rewards must be desirable to the students involvedadapt reward system to suit individual pupilsdon’t forget attention and praiseconsider giving rewards more subtlyphone call/postcard home
9Rewards how frequently do the teachers you work with give rewards? which rewards work best withY7?Y10?which rewards do you plan to use?can you think of any more unusual rewards that might work for you?
10If expectations are not met react with surprise, not angerestablish eye contactstay calm and assertivespeak clearly and firmlystay in control of your own behaviour – don’t rise to the baitreinforce what you do wantexpect compliance by saying ‘I want you to ………. Thank you.’reward a pupil who is doing what you want – this will encourage the restaddress the primary behaviourignore secondary behaviour (Don’t get sucked in)focus on the offence, not on the offenderknow when to be flexible
11If conflict escalates react with surprise, not anger establish eye contactstay calm and assertivespeak clearly and firmlystay in control of your own behaviour – don’t rise to the baitreinforce what you do wantexpect compliance by saying ‘I want you to ………. Thank you.’reward a pupil who is doing what you want – this will encourage the restaddress the primary behaviourignore secondary behaviour (Don’t get sucked in)focus on the offence, not on the offenderknow when to be flexible
12If expectations are not met Step 1tactical ignoringStep 2simple direction to studentnot across the roomuse a positive statement, rather than a negative oneStep 3repeat 2if pupil arguesdon’t argue backgive a clear choice based on school discipline procedure(Think this through ahead of the lesson)
13If expectations are not met Step 4give take-up timeStep 5follow up the choice made by the studentseparate pupil and audience
14Sanctions make the sanction count always follow through don’t threaten what you won’t enforcedon’t threaten to bring someone else indon’t bear grudges
15Useful Resources ‘Ped. Pack’ booklets Improving the climate for learningClassroom managementBooks by Bill Rogers or Sue Cowley for practical tipsBehaviour2LearnRoom colours from Wang and Russ, 2008 Computer Classroom Wall Colour Preference and the relationship with Personality Type of College Students