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Classroom Management Policy



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  • 1. Classroom Management Policy (G5-12) Contents 1. The English Department’s Management Code 2. Notes on the Classroom Management Code 3. Guidance on Classroom Management: • Stop the bad behaviour happening in the first place • Praise • Some practical tips • The language of behaviour management • The Golden Rule • Answers to questions frequently posed by teachers Lucy Elizabeth Donald
  • 2. English Department Management Code Tick Box 1. Ensure that the lesson is well planned 2. Ensure resources are easily to hand 3. Create a seating plan and stick to it. (i) Start of Lesson 4. Stand by door (wedged open) and greet pupils as they enter (ii) 5. Ask for pens, books, diaries on desk (iii) 6. Ask pupil(s) to distribute worksheet or books 7. Stand at front centre and address group insisting that they listen 8. State that your expectations are those listed on the classroom wall (i.e. Code of Conduct) 9. State lesson objectives. Write them on the board and engage the pupils immediately in a starter activity. (iv) 10. Include a behaviour objective where needed 11. Put dates/titles on board and insist on the use of pens/rulers Middle of Lesson 12. When explaining an exercise, reassure pupils that you will provide full explanation then offer a brief time for pupils to ask questions to clarify matters further (v) 13. When setting the classroom off on an exercise remain centre, front and insist on a smooth transition from one task to the next (‘Make a start on exercise 2 now’ Watch and make sure they do!) (vi) 14. Establish a rule for taking answers (hands up or no hands) and be consistent 15. Do not allow any distractions which hinder good progress towards the lesson’s objectives (e.g. interruptions, shouting across the room, ‘silly’ questions, off-task behaviour) (vii) 16. Do not enter into arguments with pupils; they should respect your judgement 17. Look for opportunities to offer meaningful praise 18. Monitor how your methodology is impacting on behaviour (and be prepared to change if necessary) 19. Make it clear at which points in the lesson you expect silence or productive noise Lucy Elizabeth Donald
  • 3. End of Lesson 20. Finish your plenary with 2-3 minutes until the bell 21. Send one or two trusted pupils around to collect in books 22. Tell pupils to pack away (remain vigilant( (ix) 23. Establish silence 24. Comment on the progress of the group and of individuals (removing progress marks where necessary or giving praise) (x) 25. On bell, wedge open door and ensure that the pupils are ready for the next lesson. Leave the room tidy and complete the discipline sheet. Notes on the Classroom Management Code i) The seating plan need not be boy-girl-boy-girl but it must ensure that friends who enjoy a chat, enemies or ‘partners in crime’ are kept apart. ii) It is vital to the ethos of the school to supervise corridors at change of lesson. Please make your greeting sincere. It is entirely up to you whether you line pupils up outside your classroom or let them enter as they arrive (although you must have regard for corridor congestion if you choose to line them up). Importantly, pupils must enter the classroom in the right frame of mind and in a correct state of dress. iii) No pen: tell the pupil to get one before you start your lesson because if you have to issue one, it should result in a ten minute detention. No book: short detention. No diary: they should have a planner sheet. If the pupil has neither, short detention. iv) Distinguish between learning objectives and learning outcomes. It is good practice to refer to the learning objectives throughout the lesson. v) Don’t deviate from this principle – and don’t feel bad about not responding immediately to a pupil’s question. vi) The ease and speed with which people move from one activity to the next is seen as a good barometer of pupils’ behaviour and attitudes. Please remember that when you move from centre-front to help a pupil who may be struggling you must scan the class and ensure that all pupils remain on task. If pupils are not on task they are not progressing. vii) It is good practice to issue a ‘pre-warning’ warning. Remember that a warning system is never a pass-the-buck system. Nor will a warning system deliver good behaviour, only tight classroom management will achieve this. Lucy Elizabeth Donald
  • 4. • You should be succinct in your telling off (in order to get on with teaching) • You should mean what you say – carry through your threats of punishment • You should limit the occasions when you raise your voice • You can put a pupil into the corridor but only for a very short time • You need to develop your ‘language for discipline’ which should make frequent use of the word ‘respect’ • You should avoid blanket punishment viii) Close down arguments (and get on with your teaching). Your judgement is law in the classroom. If a pupil believes that you are treating him unjustly then he should approach you in person at the end of the lesson (and always remain polite) Stress the importance of individual responsibility as you deal with the common diversion tactic ‘You’re picking on me. Ntsako was doing it first and you didn’t tell him off.’ ix) This is the point at which bullying and fights take place x) Please take progress marks seriously. If you remove them tell the pupils why. Guidance on Classroom Management 1. Stop the bad behaviour from happening in the first place Few, if any, classroom management issues arise when pupils are properly engaged in the following way: the lesson has been well planned; learning outcomes are shared and understood; different strategies are used to reinforce and secure learning; resources and environment are sufficient and conductive to effective learning and achievement is recognised. Pupils are more likely to engage in learning and not engage in off-task activity if the teacher: • Has high expectations and makes them clear • Applies rules, routines, sanctions and rewards are consistently and fairly • Uses the language of mutual respect • Avoids over-reaction and confrontation • Deploys a range of techniques and strategies • Adopts a positive a positive approach to problem solving Lucy Elizabeth Donald
  • 5. Skillful and experienced teachers use both verbal and non-verbal interventions to reinforce, redirect or refocus pupil behaviour. Effective inventions support and encourage positive behaviour for learning; ineffective interventions take up valuable teaching time and impact on the learning of the individual pupils and the rest of the class, and on the teacher’s confidence. Most effective verbal interventions should take the form of positive actions that fall somewhere on a continuum from positive reinforcement through to positive correction. It is important to recognise that the teacher’s intervention should never result in greater disruption than the behaviour which is being addressed and that the balance between the teacher’s use of reinforcement and correction should be in the region of 5 to 1 respectively. When issues do arise, and are effectively managed by the teachers, the pupils:  Re-engage with tasks  Exercise responsibility  Respond positively to the teacher’s intervention  Retain respect for themselves and the teacher  Accept the consequences of their behaviour 2. Praise Praise will be well received if it is:  Personal  Genuine  Appropriate  Specific  Consistent  Used regularly To male praise personal it is best to use the person’s name and to offer the praise in close physical proximity. Appropriate and measured praise means avoiding excessive publicity or exaggerated accolades, which will be perceived as false. The praise should be sharply focused and not generalised about a pupil; it should be recognition of a definite and obvious achievement. Lucy Elizabeth Donald
  • 6. Pupils are particularly sensitive to inconsistent use of praise: if the teacher only uses praise occasionally, it may be seen as a one-off strategy; if the teacher seems to vary illogically those things which receive praise, the pupils will become uncertain of the values operating in the classroom. 3. Some Practical Tips 1. Be consistent, be calm, give clear instructions, be positive, do not force pupils into corners. 2. Only confront the problem if the following all apply:  It stops the problem immediately;  It decreases the likelihood of recurrence;  The audience is right – other pupils will learn from it. 3. Put the situation on hold and try to solve it later (perhaps with help); 4. Draw on your knowledge of the pupil; 5. Use your sense of humour; 6. Compromise a bit – give a way back; 7. Use other pupils or a member of staff to help the situation; 8. Be conscious of your body language. Look confident and act confidently. Lift your head and engage the group with eye contact. Speak clearly and calmly. Generally, the classroom teacher should aim to recognise and reward, rather than manage via an array of sanction. Certainly, unacceptable behaviour cannot be tolerated, and the pupil responsible will have to accept the consequences. 4. The Language of Behaviour Management Teacher Details Techniques Choice Gives pupils some control over a situation which is less likely to initiate point- blank refusal. E.g. ‘I want you to get on with your work or (consequences), it’s your choice’ Take-up time Allows pupils not to lose face. Watching and waiting is, in a way, issuing a challenge. We need to be clear and confident about expressing expectations. Follow an instruction with a pause to allow pupils time to comply. E.g. ‘Could you open your book and start work now Tshepo. I’m going to see Rendani who needs some help but I’ll back to you in a minute if you need any.’ Partial Agreement Deflects confrontation with pupils by acknowledging concerns, feelings and actions. E.g. ‘Yes, you may have been talking about your work but I would like you to...’ ‘Yes, it may not seem fair, but...’ When-then direction Avoids the negative by expressing the situation positively. E.g. ‘When you have finished your work, then you can go out’ Lucy Elizabeth Donald
  • 7. Privately understood Draws the class together and builds in sharing times. E.g. clapping your hands signals gently twice; standing next to a ‘learning zone’ poster in the room. An individual may recognise a gesture from the teacher as a reminder to concentrate on work Redirect Behaviour Reminds pupils what they should be doing and avoids getting involved in discussion about what the pupils are doing wrong. It may be possible to focus their attention on the required task. E.g. ‘Okay, Maria and Mark. We’re looking at the extract on page 23 of your books’ Consequences and Needs to be in line with school policy and implemented clearly and sanctions consistently. E.g. ‘Remember the school rule, Abdulla. If you are late for lessons without a note you make up the time at lunchtime. It’s there on the poster to remind us all.’ Deferred Deals with a pupil who is misbehaving and therefore removes the ‘audience’, consequences that is the rest of the class who are watching the drama unfold, and also avoids a possible confrontation. Dealing with a pupil in a one-to-one situation is more likely to have a positive outcome. E.g. ‘I’d like to sort this out, Dana, but we can’t do it now. I will talk with you at 12.00’ 5. The Golden Rule in the English Department Our first priority, particularly with students who fear failure and perceive themselves as failures, is to give them a taste of success. Lucy Elizabeth Donald
  • 8. How can I encourage students to stay on task when they are supposed to be working independently and I am trying to circulate to support others? • Try to keep students ‘on their toes’ by marking apparently random checks on progress • Position yourself carefully in the room – try not to have your back to the majority of students • Establish a disciplined atmosphere • Keep scanning the room • Praise students who are making an appropriate effort – comment on the progress they are making as a result. Repeat this in the plenary • Make sure you give clear guidance before the students start working. You should MINT the task, ie: Materials (explain clearly waht the students will need to complete the task M successfully) In or out of seats (make it clear if you expect the students to stay in their places; I establish ground rules if they do not need to move) Noise levels (make your expectations clear – are the students to work in silence, N or are they allowed or even expected to talk?) Timing (how long will each phase of the task last? How will the students know T how long they have left?) • Be vigilant – don’t relax! • Make sure you leave plenty of time for feedback at the end of the task, so students know their work will be evaluated • Evaluate the process as well as the learning outcomes – help students become more aware of how they learn as well as what they have learned • Make sure you have a seating plan that works • Make sure there is plenty of space between students Lucy Elizabeth Donald
  • 9. How can I encourage my students to speak effectively? • Ask effective questions • Encourage students to answer every question in a full sentence. Ask simple questions if students lack confidence to help them build up to providing more developed answers • Use speaking frames to help students use formal language confidently • Listen to all students with respect • Give them an opportunity to practise what they want to say to the whole class with a partner. Peer feedback will help them make improvements • Defend all students from ridicule • Model the use of formal language, sometimes reworking answers • Make links with all the strategies you use for written work: speaking well (particularly organising what to say and how to say it) will help students write well – and vice versa Lucy Elizabeth Donald
  • 10. When working with the whole class, how can I encourage everyone to listen effectively? • Make effective listening one of your learning objectives, and make sure your students know what the characteristics of an effective listener are before you begin • Never expect students to sit and listen for long periods of time. If possible, tell them how long you need them to listen for, and have several listening episodes during the lesson • Tell the students you will ask someone to repeat any instructions, so they will need to pay careful attention • Good listeners should be thinking about questions to ask – give time for them to ask the questions • Display a ‘Good Listeners’ poster and refer to them throughout the activity • Encourage students to assess each other’s performance as listeners Lucy Elizabeth Donald
  • 11. How can I make my plenaries more effective? • Make sure you leave enough time for this vital activity – not ‘the lsat 5 minutes’, which must include packing up time • Have plenaries throughout the lesson, for each episode of learning that has occurred • Revisit the topic in the next lesson, in the light of the plenary, so that students see that they are relevant • Try using ‘Plenary Sort Cards’ to review the process by which students have learned, as well as what they have learned. • Continue to differentiate, so everyone can contribute – the plenary is not just an opportunity for the most able to show off their skills! • Try asking pupils to shut their eyes while you go over what has happened in the lesson with them • Ask them to write down one thing they have learned in today’s lesson • Ask them to record one question they would like answered in the next lesson Lucy Elizabeth Donald
  • 12. When they are working in groups, how can I encourage my students to listen to each other effectively? How do I make sure that everyone participates actively? • Refer to the ‘Good Listening’ and ‘Good Speaking’ posters • Be clear about the purpose of working in a group – explain this to the class at the start – think about using it as a learning objective, and review how well the students worked together at the end of the lesson • Remember that different techniques work with different students – you need to get to know them before you can motivate them all • Allocate roles, and change roles regularly – eg chair, scribe, time-keeper, person looking for positive points, person looking for negative points etc • Have a ‘speaker’s stone’ or other object – no one speaks unless they are holding it • Use a random name generator to create groups/ask questions/take feedback – so everyone is involved • When you take feedback, make sure everyone participates by recording who has spoken. Over time, everyone contributes • Stop someone half way through a sentence and challenge another student to complete it. What might they say next? • Stop test students on previous answers to make sure they are paying attention to other people’s ideas • Give each student some counters (3-5) and make sure they ‘pay’ when they want to contribute. When their counters are spent, they must listen • Use the ‘no hands’ rule when taking feedback from the groups – you decide who is going to answer Lucy Elizabeth Donald