I was thinking the other day, I have published loads of blog posts about helping teachers, laying out your classroom, getting students involved; but here's the thing, I have never written one from a student's perspective!
So, I reckoned with myself, teachers are there to help students and that means that the students are the priority. Now, you won't be a very good teacher, or very good at anything for that matter, if you don't understand your priority fully, so here it is. A blog from a child's perspective...View full article →
When a child misbehaves, a teacher needs to weigh up factors such as context, background and timing before deciding how to react. This internal check-list is crucial to the punishment being a fair reflection of the crime and its perpetrator. Nevertheless, many children are still being punished for behaviour they cannot control, or that has justifiable cause, because of undiagnosed special educational needs.
Teaching is an interactive process that requires an ever-changing system of exchange and negotiation between you and your pupils. It is important for all of us to remember that employing the ‘jug and mug’ principle, with the children being the empty receptacles into which you simply pour a healthy portion of knowledge, is no longer appropriate.
Learning your children’s names is absolutely vital for good behaviour management; it’s all part of building a good and strong relationship with them. However, there is no overestimating how difficult learning names can be. This is particularly true for secondary school teachers of subject such as PE, music, drama and RE, who may have a large number of classes that they see for an hour a week.
Experience and research has shown me that the best way to keep a group of pupils focused and engaged is having pupils seated in rows. Personally I would have this as your ‘default’ arrangement. There will be time when you do actually want ‘cross-table chat’ and of course this is when you do need to sit pupils in groups. My advice would be: do not have groups of any larger than four because there will be more opportunities for pupils to be a) distracted and b) marginalised.View full article →