Establishing a working environment – understanding how classrooms work

1.Managing groups of people is a skill you can learn 2.Give yourself time to learn and consider it an area of constant growth 3.BE POSITIVE: believe in yourself 4.BE POSITIVE: believe in your pupils 5.Develop your support networks Professional Practice - Establishing a working environment 2 Let’s get some things clear from the start:

The context Human behaviour exists in a context, not a vacuum. Consider your behaviour now – and compare with your behaviour a)at a family get-together b)At the café / pub with your friends c)In the staff room Professional Practice - Establishing a working environment 3

The school context Consider how these factors influence human behaviour: a)Age b)Group / size of group / composition of group c)Immediate surroundings and external surroundings d)Affective / emotional reaction to context What other factors affect behaviour? Professional Practice - Establishing a working environment 4

The magic button This lecture is about some simple steps you can take to prepare yourself for managing a group of adolescents in a learning context It will help you develop your understanding of what goes on in classrooms Professional Practice - Establishing a working environment 5

Let’s get started: 1.What are your responsibilities, as a teacher? 2.What are your rights? Professional Practice - Establishing a working environment 6

You have the responsibility to clearly communicate your expectations regarding behaviour How did you observe teachers doing this on induction? Professional Practice - Establishing a working environment 7

The vast majority of pupils aim to please – make sure you build on this How did you observe teachers doing this on induction? Professional Practice - Establishing a working environment 8

You have the responsibility to lead by example How did you observe teachers doing this on induction? Professional Practice - Establishing a working environment 9

It is your responsibility to help pupils develop their behaviour. How did you observe teachers doing this on induction? Professional Practice - Establishing a working environment 10

You have the right to ask for assistance from parents and others when support is needed in handling the behaviour of pupils How did you observe teachers doing this on induction? Professional Practice - Establishing a working environment 11

Establishing behavioural guidelines for the classroom Think about what is important to you. Chewy? Underlining the date? Having a tie? Having a pen? What would be your five essential rules? How have you communicated these to your pupils? Professional Practice - Establishing a working environment 12

Some teacher tips: Allow pupils some control Allow pupils to make mistakes Don’t overreact Don’t always get your own way: give a little when you can Ensure pupils retain their self- respect Apologise, if it’s in order Professional Practice - Establishing a working environment 13

Give polite, direct instructions Be honest when something upsets you Remember what ‘normal’ behaviour is like – they are not adults, but they are learning to develop their behaviour Keep trusting them Keep a sense of humour Professional Practice - Establishing a working environment 14

Expect it to be a long process – you can’t do it all at once Celebrate all changes and advancements – however small Learn from your practice, and from that of others Ensure you have support – and offer support to others too Sign up for every behaviour management course going Expect to be learning constantly ALLOW YOURSELF TO SWITCH OFF Professional Practice - Establishing a working environment 15

How to succeed… improve self evaluation of teaching develop a supportive, trusting network of peers and colleagues Beyond Survival: Teachers and Resilience (2011) Professional Practice - Resilience 16

Key Message Professional Practice - Resilience 17 “The relationships that the early career teachers developed with their students, teaching colleagues, leaders, peers, family and friends, other professional staff, parents of students and themselves, all appeared to work together to promote their resilience. These relationships meant that the early career teachers were able to maintain positive feelings such as interest, enthusiasm, confidence and trust even in the face of ongoing challenges which resulted from the demanding contexts of schools and being newcomers to these contexts.” Le Cornu, R. (2013). Building Early Career Teacher Resilience: The Role of Relationships. Australian Journal of Teacher Education, 38(4).

Key relationships for early career teachers With classes With mentors /tutors With peers With family and friends With self 18 Professional Practice - Resilience

Relationships with classes Professional Practice - Resilience 19 “Teacher-student and student-student relationships appeared to have a significant impact on how the teachers felt on a daily basis. This finding is consistent with that reported in the literature that teachers’ relationships with their students have a significant impact on their affect, that is, whether they ‘feel good or bad’. The teachers in our study were both sustained by and drained by the relationships they developed with their students.” Le Cornu, R. (2013). Building Early Career Teacher Resilience: The Role of Relationships. Australian Journal of Teacher Education, 38(4).

Relationships with mentors Professional Practice - Resilience 20 “It was very apparent from the data that positive relationships with other teaching staff were vital in the early career teachers’ lives. For some it fostered a sense of belonging and social connectedness. For others it provided emotional and professional support.” Le Cornu, R. (2013). Building Early Career Teacher Resilience: The Role of Relationships. Australian Journal of Teacher Education, 38(4).

Relationships with peers Professional Practice - Resilience 21 “relationships the early career teachers developed with their peers … played a key role in “keeping each other going” through the highs and lows of their teaching experiences by providing each other with much needed professional and personal support.” Le Cornu, R. (2013). Building Early Career Teacher Resilience: The Role of Relationships. Australian Journal of Teacher Education, 38(4).

Relationships with family and friends Professional Practice - Resilience 22 “Family and friends’ support were crucial for the early career teachers in providing both personal and emotional support.” Le Cornu, R. (2013). Building Early Career Teacher Resilience: The Role of Relationships. Australian Journal of Teacher Education, 38(4).

Relationship with yourself Professional Practice - Resilience 23 “The relationship that each early career teacher had with themselves, that is, how comfortable they felt as a person and in their role as teacher, has emerged as a component of how well they were able to sustain themselves – and contribute to sustaining others. In our study, where the early career teachers demonstrated a high level of personal awareness, viewed themselves as learners and were reflexive, their resilience appeared to be enhanced..” Le Cornu, R. (2013). Building Early Career Teacher Resilience: The Role of Relationships. Australian Journal of Teacher Education, 38(4).

Secondary-school students arrive at age 11 and leave aged 16. During this time, they undergo significant development in all areas (personal, psychological, social, cognitive, etc). It is a privilege to be able to accompany them on their journey from child to adolescent / young adult. Teachers have a role to play in providing encouraging guidance, support and understanding. Many teachers find this one of the most rewarding aspects of the job. Professional Practice - Establishing a working environment 24