I'd love to discuss classroom management techniques, with both UK teachers and teachers who are waiting for UK positions. What are your 'tried and true' methods with students?
I have a couple of techniques, but before I go into those, I'd also like to add that the first thing I try to understand when I have a disruptive student is why they are really doing what they are doing. Are they not competent in the subject and afraid of being called on and feeling embarrassed (e.g., asked to read aloud)? Do they just dislike the subject and think that they can steer the teacher off-track and the lesson will be forgotten? Do they need attention? (In that case, I give them lots of opportunity for attention the 'right way' -- going up to the board to write, handing out books and papers, reading aloud, etc. I also bring my worst students in for a conference with me at the first opportunity -- a guidance counselor I once worked with used to say he believed in 'winning kids over one at a time.' If you can establish rapport and reach mutual ground, it can prevent many problems ("since you're afraid of saying something wrong in class, I won't call on you directly, and you've agreed not to disrupt lessons. Please try to answer when you can and want to, though").
Back to methods, now -- I use two: the "stoplight" method, and P.A.T. I explain both to my students the first day.
The stoplight is either red or green. When it's red, I'm teaching, and the only voice we hear is mine, or a student who has raised their hand to answer or ask a question. On green, they are doing individual or group work, and can talk in quiet voices if they stay on task. If anyone violates that, we go back to red for the reminder of the hour -- no talking at all. Knowing that they'll have time to talk after the lecture usually helps them remain quiet at the 'right' times.
P.A.T. stands for Preferred Activity Time. On the board, I list the hour's agenda and what WILL be accomplished. (I think it's important that they realise the teacher does have a plan -- their talk and interruptions won't get me off task and cause me to abandon the lesson). Then, when we have finished what's been listed on the board, they have Preferred Activity Time. That means they can quietly talk with friends, work on something from another class, etc. No phones or music, nothing else they shouldn't be doing, but it's surprising that they really begin to want to get through the lesson and even shush the others around them ("Quiet! We want our free time today!"). My lesson plans fill the hour well -- it's not like I give shorter lessons or anything. But they pay attention and work hard (and fast!) to get their few minutes of PAT. at the end.
Despite the best approaches, once in a while we all get a class that just won't cooperate. That's when I just hammer them with so much classwork and homework it's frightful. They catch on quite quickly. One class of juniors asked me one day why they had so much homework, and the other junior class (same level) that I was teaching had practically none. I just said very calmly, "Well, learning is taking place in their classroom. It isn't in yours. Therefore, you'll have to do your learning at night." The very next day that class changed completely. They finally caught on that it was my way, or my 'other' way, but either way, they would NOT disrupt my classroom. |
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| this is really useful and techniques that we can all try - thanks English Teacher! |
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Well, it's not so helpful yet . . . I was sort of hoping others would also post their favourite techniques regarding classroom management.
How about you, Jumping Ship?? :-D |
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On the topic of classroom management: The "Stoplight" method and "PAT" are theoretically good ways to keep pupils in line in the classroom, and I have used similar methodology while a teacher in the States. Unfortuanately, schools in the UK are very, VERY different to anything I have experienced in the States. Schools here have discipline schemes in place that teachers are required to abide by.
I was struck by how unruly pupils are here, and it takes quite a bit of effort to maintain discipline. Even with 10 years experience under my belt as an Inclusion/Special Needs teacher, every day was an experience.
When you get to your school, it is very important to latch onto your new collegues and find out what THEY do, and learn from them what works at THEIR school. Good Luck! |
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Excellent advice - thanks for posting it.
Still hoping to hear from more teachers!!! :-D
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