NQT workshop 2016 Secondary Who s in charge?

Transcription

1 NQT workshop 2016 Secondary Who s in charge?

2 Learning Objectives (What I will be learning today) Must Should Could Share good classroom practice Know how and when to be assertive to take charge in the classroom Consider ways of moving forward in our classroom practice Key questions: What type of behaviour manager are you? What does assertive mean? How can you develop your assertiveness?

3 Do Now Activity Discussion - What are some of the good behaviour practices you embed into your teaching?

4 What type of behaviour manager am I?

5 Behaviour Management Styles Strong sense of purpose in pursuing clear goals for learning and classroom management Leadership. Tends to guide and control. Prepared to discipline unapologetically Very controlling Lack of concern for pupils Teacher pupil relationship damaged Great concern for the needs and opinions of pupils Helpful, friendly Avoids strife and seeks consensus Working together Too understanding and accepting of apologies Waits for pupils to be ready Lets pupils dictate Keen to be accepted by pupils Treats students as the enemy Expresses anger and irritation Need to win if there is a disagreement between teacher and pupil Sees the classroom as a battleground Lack of clarity of purpose Keeps a low profile Tendency to submit to the will of the class Expects difficulty End

6 Strong sense of purpose in pursuing clear goals for learning and classroom management Leadership. Tends to guide and control. Prepared to discipline unapologetically Very controlling Lack of concern for pupils Teacher pupil relationship damaged Great concern for the needs and opinions of pupils Helpful, friendly Avoids strife and seeks consensus Working together Too understanding and accepting of apologies Waits for pupils to be ready Lets pupils dictate Keen to be accepted by pupils Treats students as the enemy Expresses anger and irritation Need to win if there is a disagreement between teacher and pupil Sees the classroom as a battleground Lack of clarity of purpose Keeps a low profile Tendency to submit to the will of the class Expects difficulty

7 Dominant/ assertive Too dominant/ assertive Strong sense of purpose in pursuing clear goals for learning and classroom management Leadership. Tends to guide and control. Prepared to discipline unapologetically Very controlling Lack of concern for pupils Teacher pupil relationship damaged Cooperative/ collaborative Too cooperative/ collaborative Oppositional/ hostile Great concern for the needs and opinions of pupils Helpful, friendly Avoids strife and seeks consensus Working together Too understanding and accepting of apologies Waits for pupils to be ready Lets pupils dictate Keen to be accepted by pupils Treats students as the enemy Expresses anger and irritation Need to win if there is a disagreement between teacher and pupil Sees the classroom as a battleground Submissive Lack of clarity of purpose Keeps a low profile Tendency to submit to the will of the class Expects difficulty

8 How do you increase your dominance/assertiveness? For the class Negotiate ground rules Goal setting and assessment criteria Set learning objectives Set specific behaviour objectives

9 How do you increase your dominance/assertiveness? For you Be authoritative speech / body language Fake it until you make it confidence even when you don t feel it Get out of the habit of sitting/standing behind the desk Try the PEP approach

10 The PEP Approach Proximity: dominance is increased by walking closer to the pupils/ walk around the classroom/ stand by pupil that is about to misbehave. Eye contact: holding eye contact expresses dominance. What you say will be taken more seriously if you maintain eye contact. Posing questions: rather than telling a pupil off pose a question with proximity and eye contact.

11 Being assertive Breathe normally Think before you react Self-talk tell yourself I can Body language 55% message at same level, eye contact, smile Speak calmly 38% message comes from tone of voice

12 An assertive teacher is One who clearly and firmly communicates expectations to the students, and is prepared to reinforce words with appropriate actions Lee Canter

13 These actions are often more effective and far less exhausting than getting angry or shouting and will make you appear in control even if you don t feel it!

14 How do we already respond to inappropriate behaviour? Key in deciding what changes to make The choices teachers make in response to behaviour influence the choices students make in how they behave. Not about responding to inappropriate behaviour, but creating conditions to encourage positive behaviour.

15 End

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17 Emotional Blocks to learning Your brain is organized into three interconnected layers: - the central core ( Reptilian brain ) - limbic system, - cerebral cortex

18 Each of the 3 brains has a different role: - The Central Core / Reptilian Brain is the oldest and covers basic responses including fight and flight - The Limbic system controls emotion and memory - The Cerebral cortex directs the brain s higher cognitive and emotional functions

19 Fight or flight? thinking brain Perhaps if I stand still.. feeling brain Quick Response: Fight or Flight OHT 1.6

20 Learning and Emotion When we are stressed, or fearful, the Reptilian brain can take over, making thinking and rational response difficult But, new work on the structure of the brain and how it works is demonstrating that emotions are essential for rationality: we need them to think clearly, prioritise and plan. So, we need to help people manage their emotions to learn more effectively.

21 Response styles

22 The passive teacher A passive teacher is often inconsistent and unwilling to impose demands on student behaviour. He/she fails to let the students clearly know what he/she wants and what he/she will not accept.

23 The aggressive teacher An aggressive teacher can address students in a hostile, abusive way. He/she often loses his/her temper. Aggressive teachers and the behaviours they use, hurt students feelings, provoke disrespect and promote a desire to take revenge. beapeteacher.avi

24 The assertive teacher An assertive teacher protects the rights of both the teacher and the student. With this style, he makes his expectations known to students in a calm and businesslike manner. He backs up his words with actions when necessary.

25 Types of teaching style Watch the video clips and assess the way the teacher is reacting to the students. Record on the observation sheet.

26 Assertiveness techniques 1. Broken Record 2. Avoid Fogging 3. Play to a script

27 The Assertive script D Describe the reality R catch them doing it Right O remind those who are Off-task W Warn of the consequences N Nail the consequences (and follow up)

28 Be assertive Be committed to producing well planned lessons Be prepared get resources sorted Be enthusiastic it rubs off on them Be aware of how they will make progress Be conscious of their social and emotional needs (SEAL) Be a good role model Be interesting!!

29 The five-stage learning model Learners who learn a theory How many (as a percentage) will transfer a new skill into their practice? Answer: 5% 29

30 The five-stage learning model Learners who learn a theory and see a demonstration How many (as a percentage) will transfer a new skill into their practice? Answer: 10% 30

31 The five-stage learning model Learners who learn a theory and see a demonstration and practise during training How many (as a percentage) will transfer a new skill into their practice? Answer: 20% 31

32 The five-stage learning model Learners who learn a theory and see a demonstration and practise during training and receive corrective feedback during training How many (as a percentage) will transfer a new skill into their practice? Answer: 25% 32

33 The five-stage learning model Learners who learn a theory and see a demonstration and practise during training and receive corrective feedback during training and receive coaching How many (as a percentage) will transfer a new skill into their practice? Answer: 90% 33

34 The five-stage learning model The learning process is based on a model of effective training that follows five stages. 1. Acquisition of knowledge 2. Modelling of effective practice 3. Application of practice 4. Feedback and reflection 5. Embedding the experience 34

35 Point of Contact Ian Lindsay Julian Smith

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