Developing your Classroom Management Skills · Developing your Classroom Management Skills Session...

Developing your Classroom Management Skills

Session Outcomes:

To reflect on your own classroom management strategies.

To reflect on the difference between praise and acknowledgement and when each

To practice/apply strategies and receive feedback

Links to Teachers Standards

TS 1. Set high expectations which inspire, motivate and challenge pupils

TS 7. Manage behaviour effectively to ensure a good and safe learning environment

Summary of Content:

Behaviour and classroom management can be one of the most difficult aspects for a new teacher to master. This session will look

at the fundamental principles of classroom management, as well as giving you time to reflect on what the behavioural norms are in

your classroom. You will have the opportunity to revise and practice some key TLAC techniques for behaviour management and

troubleshoot any difficulties you are having with classroom management.

Resources:

PowerPoint and videos (speakers)

Handout 1 – Session Handout

Facilitators (s):

DL/Ambassador Associate. If facilitated by an AA they will need to attend the facilitator briefing.

Please adjust the amount of content or pace depending on delivery time available.1.5hrs to 2hrs

Length: 120 minutes

Phase: Secondary

INFORMATION FOR SESSION FACILITATOR

Do NowReflect individually:

1. In what ways has your behaviour management improved since your first day of teaching in September?

2. Now, almost halfway through the year, what would you like to improve about your behaviour management?

Then share these reflections with the people on your table…

Developing your classroom management skills

Rob Bristow

Development Lead

Objectives1.To reflect on your own classroom management strategies

2. To explore a group of strategies to support with classroom management

3. To practise/apply these strategies and receive feedback

1. You will have identified strengths and areas for development in

your classroom management.

2. You will have had the opportunity to practise strategies and

receive constructive feedback from your peers.

Session Outcomes

Trainee Development Framework (TDF)

TS1 - Set high expectations which inspire, motivate and challenge pupils

TS7 - Manage behaviour effectively to ensure a good and safe learning

environment.

In this session we will focus on the behaviour & actions of the teacher and how this affects the behaviour of the pupils.

Classroom Management

Routines Expectations

Norms

Rewards Consequences

R

E

L

A

T

I

O

N

S

H

I

P

s

Persona

Self-ReflectionNorms Your reflections

Routines

Persona

Expectations

Rewards

Consequences

Relationships

TLAC Technique 59

• Differentiate Acknowledgment (of effort/compliance) and Praise (of work/quality)

• Praise and Acknowledge Loudly, Fix Softly

• Praise Must be Genuine

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Praise or acknowledgement? Ethan, thank you for listening.

3, 2, 1…And all eyes

are on me. Perfect.

Really clear reading,

James. Excellent

pronunciation. Well done.

You’re now facing the front,

Fatima. That’s better.

Matthias followed each

step and rounded his

answer to 2 significant

figures. Cracking stuff!

I really appreciate you starting

us off with that answer,

Khadija. But you’ve missed

out something important.

I like that, Connor.

You included precise

dates in your

narrative. Excellent.

Love your use of the

word ‘exquisite’,

Jessie. Great vocab!

Least Invasive InterventionTLaC Technique 53

By using subtle behaviour for learning techniques that minimise ‘drama’ you can correct off task pupils and maximise learning time.

If a pupil is confronted too early or too publicly, a situation can escalate a unnecessarily.

Least Invasive Intervention is therefore an iterative approach to tackling off-task behaviour from pupils.

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Least Invasive Intervention

Can you

remember

what the 6

principles are

of least

invasive

interventions.

List them on

Page 5

Least Invasive InterventionNon-verbal intervention

Least Invasive Intervention

Non-verbal intervention

Positive Group Correction

Least Invasive InterventionNon-verbal intervention

Positive Group Correction

Anonymous individual correction

Least Invasive InterventionNon-verbal intervention

Positive Group Correction

Anonymous individual correction

Private individual correction

Least Invasive InterventionNon-verbal intervention

Positive Group Correction

Anonymous individual correction

Private individual correction

Private individual precise praise

Least Invasive InterventionNon-verbal intervention

Positive Group Correction

Anonymous individual correction

Private individual correction

Private individual precise praise

Lightning-quick public correction

Brighten Lines

TLaC Technique 28

• Ensures that pupils clearly perceive changes in activities or formats.

• Clear start and stop to activities/tasks means fewer opportunities for pupils to become off task.

• It relies on clarity of instruction, and pupils knowing what they should be doing to complete an activity.

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ME:

I’m going to model the

Brighten Lines 10 step

routine, drawing on What

To Do, Work The Clock,

building in some Precise

Praise, and using the

Least Invasive

Intervention.

YOU:

Use the RAG rating

document on pg 9 of the

session pack to track

whether and how well I

include each step.

Be ready to give me some

feedback.

Modelling the Brighten Lines routine

Scenario

You are setting your class off to complete a mind map

of what they already know at the beginning of a topic.

Things to focus on:

• Give clear instructions using What To Do and a

clear time limit

• Brighten Lines when setting pupils off with a clear

‘go signal’

• Use of precise praise as pupils begin.

• Use of Least invasive Intervention for the pupil who

doesn’t.

Scripting – 5 minutes

Script what you will say

and/or do for each of the 10

steps of the routine.

Use the Precise Praise

phrases and the phrases

you drafted for Least

Invasive Intervention earlier

in the session to help you.

Practice - scripting

PracticeProtocol

There are two roles in each

round:

- Teacher

- Feedback person/Pupil

There will be two rounds of 8

minutes of practice, one for

each teacher.

The first teacher is the one

whose first name comes first

in the alphabet, then swap.

Each round: 10 minutes (May vary)

1. Teacher to brief the feedback person on how

to behave (1 min)

2. Teacher delivers the routine, feedback person

uses the Rag rating document to keep track

of how well each step is included.

3. Feedback person gives feedback using the

RAG rating document (max. 1 min)

4. Repeat steps 2 and 3 until time is up with

teacher incorporating feedback each time.

T FB

Next Steps…

Write one action step you will take as a result of this session.

Share this in your next mentor meeting and consider incorporating it into a new objective relating to TS7.

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Success Criteria

1.You will have identified strengths and areas for development in your classroom management.

2.You will have had the opportunity to practise strategies and receive constructive feedback from your peers.

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http://bit.ly/LDN1819

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Exit Ticket:

Complete your evaluation …

… thank you

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