The Cottesloe is committed to safeguarding and promoting the welfare of young people Classroom Management Strategies for developing effective classroom

The Cottesloe is committed to safeguarding and promoting the welfare of young people

Classroom ManagementClassroom Management

Strategies for developing Strategies for developing effective classroom effective classroom

managementmanagement



““In well taught lessons, with pace, In well taught lessons, with pace, variety and challenge, behaviour variety and challenge, behaviour

problems were uncommon, in others problems were uncommon, in others order was maintained by spending a order was maintained by spending a

disproportionate amount of time disproportionate amount of time quelling trivial but continual quelling trivial but continual disruption and talking about disruption and talking about

behaviour, often to the detriment of behaviour, often to the detriment of pupils’ learning.”pupils’ learning.”

OFSTED Access and Achievement 1993OFSTED Access and Achievement 1993



““Where teaching is poor and teachers’ Where teaching is poor and teachers’ expectations are low, pupils get bored and expectations are low, pupils get bored and behaviour deteriorates.”behaviour deteriorates.”

Gillian Shepherd, Education and Employment Gillian Shepherd, Education and Employment Secretary 1996Secretary 1996

““We conclude that the central problem of We conclude that the central problem of disruption could be significantly reduced disruption could be significantly reduced by helping teachers to become more by helping teachers to become more effective classroom managers.”effective classroom managers.”

Elton Report 1989Elton Report 1989


ObjectivesObjectives

• Positive management of a Positive management of a classroomclassroom

• Components of effective Components of effective classroom management classroom management (preventative)(preventative)

• Control strategies to inhibit poor Control strategies to inhibit poor behaviour (supportive)behaviour (supportive)


Positive ManagementPositive Management

• Current thinking believes the power to Current thinking believes the power to impose your will by threat or shame is, in impose your will by threat or shame is, in the end, not useful for educating pupils. the end, not useful for educating pupils. This style of management lowers their self This style of management lowers their self esteem and creates barriers to learning.esteem and creates barriers to learning.

• Aim is to give teachers the resources they Aim is to give teachers the resources they need to maintain the balance between need to maintain the balance between controlling pupil behaviour and creating an controlling pupil behaviour and creating an environment conducive to learning.environment conducive to learning.


General PrinciplesGeneral Principles

• OUTCOMEOUTCOMEknow what you want in know what you want in class, your expectationsclass, your expectations

• SENSITIVITYSENSITIVITYkeep your senses open to keep your senses open to know what response you know what response you are gettingare getting

• FLEXIBILTYFLEXIBILTYto change your strategies to change your strategies until you get what you until you get what you wantwant


ExpectationsExpectations

Activity 1: Activity 1:

Communication of expectationsCommunication of expectations

The practical implications of The practical implications of developing a set of classroom developing a set of classroom

expectations for behaviour with expectations for behaviour with reference to the issues of reference to the issues of

communication.communication.


Preventative ManagementPreventative Management


Effective Teacher Effective Teacher BehaviourBehaviour

• Deal with all matters in a firm, fair and Deal with all matters in a firm, fair and friendly manner.friendly manner.

• Use of praise and reward to reinforce Use of praise and reward to reinforce appropriate behaviour.appropriate behaviour.

• Have a flexible attitude to circumstances as Have a flexible attitude to circumstances as they change and evolve.they change and evolve.

• State very clearly the expected behaviour State very clearly the expected behaviour from students.from students.

• Apply the rules of the classroom consistentlyApply the rules of the classroom consistently• Meet students as they enter the classroom.Meet students as they enter the classroom.• Scan and move around the room constantly.Scan and move around the room constantly.


Effective Teacher Effective Teacher BehaviourBehaviour

• Ensure that the explanations are clear to all Ensure that the explanations are clear to all the children. Disruption will almost certainly the children. Disruption will almost certainly follow unclear and ambiguous instructions follow unclear and ambiguous instructions from the teacher.from the teacher.

• Produce work targets that are clearly set Produce work targets that are clearly set out.out.

• Make certain that lessons start and end on Make certain that lessons start and end on time.time.

• Ensure that the ethos of the classroom is Ensure that the ethos of the classroom is friendly and work orientated.friendly and work orientated.

• Do not make disparaging and sarcastic Do not make disparaging and sarcastic comments to or about the pupils.comments to or about the pupils.


RoutinesRoutines

• How do the pupils enter the How do the pupils enter the classroom? classroom?

• What are the seating arrangements? What are the seating arrangements? • How do pupils get equipment and How do pupils get equipment and

books? books? • What happens if the pupil does not What happens if the pupil does not

have particular equipment, e.g. pen? have particular equipment, e.g. pen? • How do they put away equipment at How do they put away equipment at

the end of the lesson? the end of the lesson? • How do pupils gain the attention of the How do pupils gain the attention of the

teacher? teacher? • How is class work/homework collected?How is class work/homework collected?


Classroom LayoutClassroom Layout

• Is the classroom environment conducive to Is the classroom environment conducive to learning?learning?

• Are the wall displays too distracting/dull? Are Are the wall displays too distracting/dull? Are they changed regularly? they changed regularly?

• Is children's work displayed? Expectations Is children's work displayed? Expectations displayed?displayed?

• Is the layout of the desks helpful to Is the layout of the desks helpful to appropriate classroom behaviour? appropriate classroom behaviour?

• Can the pupils easily move around the room Can the pupils easily move around the room without disturbing others? without disturbing others?

• Are resources and equipment easily accessible Are resources and equipment easily accessible to pupils/teacher without disturbing other to pupils/teacher without disturbing other pupils? pupils?


Supportive ManagementSupportive Management


Working the ClassroomWorking the Classroom

• Observe the whole class.Observe the whole class.• Frequent use of names.Frequent use of names.• Prevent disruption occurring.Prevent disruption occurring.• Understand the dynamics of the classroom.Understand the dynamics of the classroom.• Keep students focussed on the allotted Keep students focussed on the allotted

tasks.tasks.• Maintain eye contact with those students Maintain eye contact with those students

who are likely to be disruptive.who are likely to be disruptive.• Verbal and non verbal intervention.Verbal and non verbal intervention.• Need for stronger intervention.Need for stronger intervention.


Working the ClassroomWorking the Classroom

REMEMBERREMEMBER• Do not spend your time sitting down in one Do not spend your time sitting down in one

place.place.• Have a sense of humour – and use it.Have a sense of humour – and use it.• Don’t take disruptive behaviour as a Don’t take disruptive behaviour as a

personal affront.personal affront.• Reflect on the problems and the solutions.Reflect on the problems and the solutions.• Encourage pupil responsibility. Encourage pupil responsibility. • Shouting should be avoided unless Shouting should be avoided unless

absolutely necessary.absolutely necessary.


Praise, Reward and Praise, Reward and FeedbackFeedback

• Use praise statements frequently to gain Use praise statements frequently to gain pupil’s attention, approve or reinforce pupil’s attention, approve or reinforce behaviours which you want to see and to behaviours which you want to see and to give feedback.give feedback.

• When pupils begin the task, praise those When pupils begin the task, praise those who are working well. Let pupils know that who are working well. Let pupils know that you appreciate their following the rules. you appreciate their following the rules. Immediate feedback to pupils will show Immediate feedback to pupils will show that you are going to notice and praise that you are going to notice and praise their efforts. their efforts.

• Feedback is a vital component, if pupil’s Feedback is a vital component, if pupil’s are to remain motivated.are to remain motivated.

• Work out exampleWork out example


Behaviour ManagementBehaviour Management

Activity 2:Activity 2:Matching your needs with their Matching your needs with their

needsneedsA good starting point for any action A good starting point for any action

in the classroom is being able to in the classroom is being able to identify what you might call your identify what you might call your natural style of management and natural style of management and see how this fits with what you see how this fits with what you see as the needs of a particular see as the needs of a particular

group or groups.group or groups.


Continued EffectivenessContinued Effectiveness

• It is always better to over-plan than not to It is always better to over-plan than not to have planned enough.have planned enough.

• Meet the pupils at the doorMeet the pupils at the door• As the pupils enter the classroom, Introduce As the pupils enter the classroom, Introduce

yourself and ask the pupils their names.yourself and ask the pupils their names.• Your voice should communicate that you are Your voice should communicate that you are

not the least bit angry or flustered and that not the least bit angry or flustered and that you are in control of the classroom.you are in control of the classroom.

• Go through each classroom rule and explain Go through each classroom rule and explain why the rule is important to you and for the why the rule is important to you and for the pupils.pupils.

• Whenever pupils follow the rules be sure to Whenever pupils follow the rules be sure to give them positive feedback.give them positive feedback.


Continued EffectivenessContinued Effectiveness

• Immediate feedback to pupils will show that Immediate feedback to pupils will show that you are going to notice and praise their you are going to notice and praise their efforts.efforts.

• Do not identify individual pupils, but point Do not identify individual pupils, but point out things that did not go as well as out things that did not go as well as expected.expected.

• Have an idea which pupils may need extra Have an idea which pupils may need extra help in following your rules and guidelines.help in following your rules and guidelines.

• Record the type of behaviour that is causing Record the type of behaviour that is causing concern: – talking, disruptive behaviour, and concern: – talking, disruptive behaviour, and inability to stay on task, etc.inability to stay on task, etc.

• Be alert to any group behaviour problems Be alert to any group behaviour problems that may occur in future.that may occur in future.

Documents

The Cottesloe is committed to safeguarding and promoting the welfare of young people Classroom Management Strategies for developing effective classroom