P13
Continued from p12
Have realistic expectations. If you do need to criticise unacceptable behaviour, comment on the child’s actions rather than the child him/herself. Teachers should label the behaviour not the child.
If there is an incident of bad behaviour in your class, it’s helpful to try to identify what led up to it and how you dealt with it.
Sanctions
Children should be aware of the rewards and sanctions in every classroom. Make your sanctions reasonable and avoid setting extra work as punishment: this can convey the wrong message.
If you do impose a detention, consult your induction tutor/pastoral head/head of year and follow the school’s policy.
Positive affirmation
Teachers should model the behaviour they want and expect. Remember, everyone responds better to praise, encouragement and fairness than to criticism and doubt. If you are courteous and show respect, it is more likely your pupils will follow suit.
Restraint
Restraint is not a sanction for unacceptable behaviour. In the unlikely event of having to restrain a pupil, always make sure you are aware of the school’s policy on restraint. You should only ever restrain a pupil to prevent harm to others, to the pupil him/herself, to prevent damage to property, or to restore order. Research shows that the balance should be five positive comments to one negative comment.
Asking for help
No NUT member should feel alone when facing threatening or undermining pupil behaviour. Don’t be embarrassed to ask for help. If you need support and advice about how to cope with a particular pupil or class, speak to your NUT rep about your rights and entitlements or approach your induction tutor or a trusted colleague. It’s a strength to recognise when you need help – and it does get easier.
We asked teachers how they manage their class
When needing quiet I will often just stand at the front and look at the class. I don’t say anything and after about 20 to 30 seconds the class is silent. Pupils must show their equipment before entering the class. Lack of one piece of equipment gets a red mark which I record in my planner against their name, three red marks and they receive a detention, five red marks and they are put on an organisational report. It sets the tone for the lesson.
Ellen Parsons, science teacher, KS3-5
In my experience nothing is more important for behaviour than having consistent high standards. If you offer a reward, give it. If you threaten punishment, administer it. Always set the bar for behaviour at the very highest level and the children will fall in line with your expectations.
Matt Bradley, PPA cover teacher
Exciting, well planned lessons, combined with an obligatory sense of humour, will often eradicate poor behaviour. Pupils misbehave when bored so fast pace, challenging content and high expectations will ensure that teachers can deliver their lessons.
Rebecca Marshall, retired teacher
Respecting pupils is extremely important. I try to generate a calm atmosphere in the classroom, ensuring pupils feel safe by making it clear I am in charge and having clear boundaries. I always deal with inappropriate behaviour, aiming to be consistent in my approach and using non- confrontational strategies.
Nicky Illsley, Year 3 primary teacher
Do you have any advice? Tell our letters page at
teacher@nut.org.uk.
Qualified to teach in 2011? Get four terms’ full NUT membership for just £1.
When you give us your direct debit details, your 2011 membership will be free. You’ll pay just £1 in 2012 – and get 50 per cent off the full subscription in 2013! Join at
www.teachers.org.uk or ring 0845 300 1666.
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52