The Cottesloe is committed to safeguarding and promoting the welfare of young people Classroom Management Strategies for developing effective classroom management

The Cottesloe is committed to safeguarding and promoting the welfare of young people Classroom Management “In well taught lessons, with pace, variety and challenge, behaviour problems were uncommon, in others order was maintained by spending a disproportionate amount of time quelling trivial but continual disruption and talking about behaviour, often to the detriment of pupils’ learning.” OFSTED Access and Achievement 1993

The Cottesloe is committed to safeguarding and promoting the welfare of young people Classroom Management “Where teaching is poor and teachers’ expectations are low, pupils get bored and behaviour deteriorates.” Gillian Shepherd, Education and Employment Secretary 1996 “We conclude that the central problem of disruption could be significantly reduced by helping teachers to become more effective classroom managers.” Elton Report 1989

The Cottesloe is committed to safeguarding and promoting the welfare of young people Objectives Positive management of a classroom Positive management of a classroom Components of effective classroom management (preventative) Components of effective classroom management (preventative) Control strategies to inhibit poor behaviour (supportive) Control strategies to inhibit poor behaviour (supportive)

The Cottesloe is committed to safeguarding and promoting the welfare of young people Positive Management Current thinking believes the power to impose your will by threat or shame is, in the end, not useful for educating pupils. This style of management lowers their self esteem and creates barriers to learning. Current thinking believes the power to impose your will by threat or shame is, in the end, not useful for educating pupils. This style of management lowers their self esteem and creates barriers to learning. Aim is to give teachers the resources they need to maintain the balance between controlling pupil behaviour and creating an environment conducive to learning. Aim is to give teachers the resources they need to maintain the balance between controlling pupil behaviour and creating an environment conducive to learning.

The Cottesloe is committed to safeguarding and promoting the welfare of young people General Principles OUTCOME OUTCOME know what you want in class, your expectations SENSITIVITY SENSITIVITY keep your senses open to know what response you are getting FLEXIBILTY FLEXIBILTY to change your strategies until you get what you want

The Cottesloe is committed to safeguarding and promoting the welfare of young people Expectations Activity 1: Communication of expectations The practical implications of developing a set of classroom expectations for behaviour with reference to the issues of communication.

The Cottesloe is committed to safeguarding and promoting the welfare of young people Preventative Management

The Cottesloe is committed to safeguarding and promoting the welfare of young people Effective Teacher Behaviour Deal with all matters in a firm, fair and friendly manner. Deal with all matters in a firm, fair and friendly manner. Use of praise and reward to reinforce appropriate behaviour. Use of praise and reward to reinforce appropriate behaviour. Have a flexible attitude to circumstances as they change and evolve. Have a flexible attitude to circumstances as they change and evolve. State very clearly the expected behaviour from students. State very clearly the expected behaviour from students. Apply the rules of the classroom consistently Apply the rules of the classroom consistently Meet students as they enter the classroom. Meet students as they enter the classroom. Scan and move around the room constantly. Scan and move around the room constantly.

The Cottesloe is committed to safeguarding and promoting the welfare of young people Effective Teacher Behaviour Ensure that the explanations are clear to all the children. Disruption will almost certainly follow unclear and ambiguous instructions from the teacher. Ensure that the explanations are clear to all the children. Disruption will almost certainly follow unclear and ambiguous instructions from the teacher. Produce work targets that are clearly set out. Produce work targets that are clearly set out. Make certain that lessons start and end on time. Make certain that lessons start and end on time. Ensure that the ethos of the classroom is friendly and work orientated. Ensure that the ethos of the classroom is friendly and work orientated. Do not make disparaging and sarcastic comments to or about the pupils. Do not make disparaging and sarcastic comments to or about the pupils.

The Cottesloe is committed to safeguarding and promoting the welfare of young people Routines How do the pupils enter the classroom? How do the pupils enter the classroom? What are the seating arrangements? What are the seating arrangements? How do pupils get equipment and books? How do pupils get equipment and books? What happens if the pupil does not have particular equipment, e.g. pen? What happens if the pupil does not have particular equipment, e.g. pen? How do they put away equipment at the end of the lesson? How do they put away equipment at the end of the lesson? How do pupils gain the attention of the teacher? How do pupils gain the attention of the teacher? How is class work/homework collected? How is class work/homework collected?

The Cottesloe is committed to safeguarding and promoting the welfare of young people Classroom Layout Is the classroom environment conducive to learning? Is the classroom environment conducive to learning? Are the wall displays too distracting/dull? Are they changed regularly? Are the wall displays too distracting/dull? Are they changed regularly? Is children's work displayed? Expectations displayed? Is children's work displayed? Expectations displayed? Is the layout of the desks helpful to appropriate classroom behaviour? Is the layout of the desks helpful to appropriate classroom behaviour? Can the pupils easily move around the room without disturbing others? Can the pupils easily move around the room without disturbing others? Are resources and equipment easily accessible to pupils/teacher without disturbing other pupils? Are resources and equipment easily accessible to pupils/teacher without disturbing other pupils?

The Cottesloe is committed to safeguarding and promoting the welfare of young people Supportive Management

The Cottesloe is committed to safeguarding and promoting the welfare of young people Working the Classroom Observe the whole class. Observe the whole class. Frequent use of names. Frequent use of names. Prevent disruption occurring. Prevent disruption occurring. Understand the dynamics of the classroom. Understand the dynamics of the classroom. Keep students focussed on the allotted tasks. Keep students focussed on the allotted tasks. Maintain eye contact with those students who are likely to be disruptive. Maintain eye contact with those students who are likely to be disruptive. Verbal and non verbal intervention. Verbal and non verbal intervention. Need for stronger intervention. Need for stronger intervention.

The Cottesloe is committed to safeguarding and promoting the welfare of young people Working the Classroom REMEMBER Do not spend your time sitting down in one place. Do not spend your time sitting down in one place. Have a sense of humour – and use it. Have a sense of humour – and use it. Don’t take disruptive behaviour as a personal affront. Don’t take disruptive behaviour as a personal affront. Reflect on the problems and the solutions. Reflect on the problems and the solutions. Encourage pupil responsibility. Encourage pupil responsibility. Shouting should be avoided unless absolutely necessary. Shouting should be avoided unless absolutely necessary.

The Cottesloe is committed to safeguarding and promoting the welfare of young people Praise, Reward and Feedback Use praise statements frequently to gain pupil’s attention, approve or reinforce behaviours which you want to see and to give feedback. Use praise statements frequently to gain pupil’s attention, approve or reinforce behaviours which you want to see and to give feedback. When pupils begin the task, praise those who are working well. Let pupils know that you appreciate their following the rules. Immediate feedback to pupils will show that you are going to notice and praise their efforts. When pupils begin the task, praise those who are working well. Let pupils know that you appreciate their following the rules. Immediate feedback to pupils will show that you are going to notice and praise their efforts. Feedback is a vital component, if pupil’s are to remain motivated. Feedback is a vital component, if pupil’s are to remain motivated. Work out example Work out example

The Cottesloe is committed to safeguarding and promoting the welfare of young people Behaviour Management Activity 2: Matching your needs with their needs A good starting point for any action in the classroom is being able to identify what you might call your natural style of management and see how this fits with what you see as the needs of a particular group or groups.

The Cottesloe is committed to safeguarding and promoting the welfare of young people Continued Effectiveness It is always better to over-plan than not to have planned enough. It is always better to over-plan than not to have planned enough. Meet the pupils at the door Meet the pupils at the door As the pupils enter the classroom, Introduce yourself and ask the pupils their names. As the pupils enter the classroom, Introduce yourself and ask the pupils their names. Your voice should communicate that you are not the least bit angry or flustered and that you are in control of the classroom. Your voice should communicate that you are not the least bit angry or flustered and that you are in control of the classroom. Go through each classroom rule and explain why the rule is important to you and for the pupils. Go through each classroom rule and explain why the rule is important to you and for the pupils. Whenever pupils follow the rules be sure to give them positive feedback. Whenever pupils follow the rules be sure to give them positive feedback.

The Cottesloe is committed to safeguarding and promoting the welfare of young people Continued Effectiveness Immediate feedback to pupils will show that you are going to notice and praise their efforts. Immediate feedback to pupils will show that you are going to notice and praise their efforts. Do not identify individual pupils, but point out things that did not go as well as expected. Do not identify individual pupils, but point out things that did not go as well as expected. Have an idea which pupils may need extra help in following your rules and guidelines. Have an idea which pupils may need extra help in following your rules and guidelines. Record the type of behaviour that is causing concern: – talking, disruptive behaviour, and inability to stay on task, etc. Record the type of behaviour that is causing concern: – talking, disruptive behaviour, and inability to stay on task, etc. Be alert to any group behaviour problems that may occur in future. Be alert to any group behaviour problems that may occur in future.