During the second week of professional experience I have struggled with one class in particular, to gain control of the lessons. This week I also had to battle with extra noise during both of my lessons with this class, and I now understand the importance of developing non verbal communication skills. I also recognised during one of my lessons this week that without good behaviour management strategies, you not only lose the students doing the wrong thing but you will end up losing the students who do the right thing. I think this is because the ‘good’ students get sick of having to wait for the ‘bad’ students to stop, listen and simply obey the rules so that they can move on to the next activity.
Hi Amanda,
ReplyDeleteIt sounds like you are having a challenging time! Have you thought about, rather than focusing on reactive behaviour management strategies, to focus on the types of things listed in the Quality Teaching Model? For example, could Connectedness, Significance and High Expectations coupled with Intellectual Quality negate the need for 'control'?
Heather S
I think apart of the reason I have struggled with this particular class is that I do not have a class role for them as they mark the role on a computer program. My other cooperating teachers have managed to get a class role for me and I have learnt most of their names. Being able to use students names has helped me with the other class for behaviour management as it is effective to just say the person’s name to get their attention or let them know the class is waiting for them. Knowing students names is also effective for positive reinforcement and encouragement. Without knowing the students names in this one class I have not been able to single out students for their good work.
ReplyDeleteI guess you don't need 'control' if students are engaged and the content is relevant to them because they are likely to want to learn.