By Sue Roffey
Do you dread Mondays? Ever questioned how you are going to face that class? This ebook is designed to assist the hot instructor determine and keep confident relationships with all scholars
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Extra info for The New Teacher's Survival Guide to Behaviour
Should everyone do as they are asked immediately? When does a question become an argument? What does this mean? Is bad language OK so long as it isn’t intentionally abusive or do you make a point of pulling students up on every four letter word you hear? Should students be allowed to eat in class? When is helping each other cheating? You can ﬁnd answers to some of these questions by checking behaviour policies (see Chapter 5: You and Your School). If speciﬁcs are not included then ﬁnd out what other teachers do.
When we ﬁnally get down to it, it may be less effort than we anticipated. Save yourself the additional stress. You do not have to do everything to high distinction standard. You will burn yourself out in no time. Look at what is important to do well and where it makes less difference if you cut corners. Some things might not be necessary at all. Think why you are doing something and judge your input by the outcomes. Be wary of taking on too much too soon. Give yourself time to settle into the job before you pick up options to volunteer.
Teachers who are like conductors are very aware of what is going on. They pick up on potentially difﬁcult interactions and take quick action to prevent escalation. In a ﬁve-year study looking at differences between effective and ineffective teachers, Kounin identiﬁed that it was the way that teachers pre-empted troublesome behaviour that made the difference (Kounin, 1971). He summarized these teacher skills as ‘withitness’, ‘overlapping’, ‘momentum’ and ‘smoothness’. All of these indicate high awareness of 50 The New Teacher’s Survival Guide to Behaviour what is going on in the classroom and of being in charge of procedures.
The New Teacher's Survival Guide to Behaviour by Sue Roffey