Classroom Management

Duncanrig Learning and Teaching Workshops- November 21st 2016

Dear colleagues,

Here is the sign up form for the next In-service Day. All you have to do is type in name, department, and choose your workshops. Easy. Please make sure you do this a.s.a.p. as I will cap numbers, especially for those presenting for the first time. Therefore, it is especially important that you choose two reserves workshops. You will see that there is a great selection on offer so it should be a really good day,

Victoria Carey – FULL
Sheena Oo – FULL
Heather Logan –Peering through the curtains.
Sam Forbes and S6 students – Flashcards to help with revision.
CSB – Working with autism in the wider school.
Pupil Support –Read 4 Write Gold- helping to develop reading and writing skills
John Sexton (National Glow Advisor) – Open up the world of GLOW
Audrey McPherson – Quick Results in a Practical setting
Jane Ramsay –FULL
Laura McFarlane – ‘ CSB – A day in the life of Room 1’
Hayley Hamilton – FULL
Allan Wilkie –A few ideas for making inventive use of the school library
Kenny Pieper – FULL
Barbara White – demonstrating how to create Cooperative Learning groups.
Kirsten Rogers – Assessing Literacy Benchmarks through Class Dialogue”.
Mark Gilroy – FULL
Barbara Dougal – FULL
Gerry Carleton – Reading for Information.
Jo Whiteford – FULL
Lauren Daly – FULL.
Julie Richard/ Natalie Higney – ICT uses in the classroom.
Chris Shanks – Conducting the Active Classroom.
Scott Anderson – FULL
Drew Sinclair – FULL
Allan Martin – Ipad Animation.

What is the one thing you do, consistently, every time you need the attention of your pupils?

Thanks for the excellent contributions. I’ve included as much as possible here. I’ve also added a short video clip and some further reading if required. Of course, these are merely suggested examples of good practice. If you’ve any other additions to make, either in writing or in link form, you can add them to the comments section.

Sometimes I ring a hand bell – the novelty factor seem to work if it is an occasional thing
With S1,2 and 3 I use a countdown. I stand at the front of the class and I countdown from 5,4,3,2,1.
Call their attention and then wait, standing at the front of the class or for younger pupils I count down from 5 with my hand in the air.
Simple instructions at the start of the lesson – something like, “OK folks, coats off, jotters open, have a look at the starter question.”
After a short interval, I would then cajole/harangue any pupils not following these instructions
I just pause and remain silent until they settle

……….”listen up!”…………………………………….Ask for it 3 times then pick out individual pupils who are still talking by saying their name.

Lower school classes – clap or play a rhythm and they answer it back.
A raised hand also works well.
Playing a short piece of music and asking the pupils to be ready when it is finished is successful with my senior classes and allows pupils to get the materials they need and to finish off conversations.
I am not sure consistency is the key and find that employing a variety of strategies to gain the attention of pupils works better.
Lighting change if in the Drama studio or just hands up or 3-2-1 Freeze.
I raise my presence, like Gandalf when he wants a hobbit to shut up. This is verbal and physical, but not magical.
Whistle !! ( probs not appropriate for classroom)
Count down works as well
I have three different stages of this, depending on response:

“Can I have everyone’s full attention, please?” Then 3… 2…1… Then hold up arm , look at watch and silently count time (impacts on packing up time at end of period).

A wee funny anecdote usually get their attention
For S1 pupils I clap my hands in a rhythm and then they copy me! Used a lot in primary schools so thought it would translate easily to S1 pupils.
Probably a couple of taps of the board-pen on the table, followed by “Your attention, please,” or similar polite but assertive phrase … Sometimes the raised hand helps.
I always say that I will wait until I have everyone’s attention and don’t start until there is complete silence and everyone is looking at me. It was one of the first things I learned (the hard way of course!).
I usually just ask for their full attention – normally I would stand up in front of them and look around as I ask them. If they have been working on something which is timed I remind them that time is running out and ask them to finish what they are doing to get their attention.
Normally counting down from 3/5 depending on the class..
In order to gain attention with Room 1 pupils I repeat their name and use visual cues wherever possible.

Teach Like a Champion Technique 1 – No Opt Out

This is a short video from the U.S which describes a technique used to get over the “I don’t know’ approach to answering questions.

Motivating the Unmotivated – Audrey McPherson

Motivating the Demotivated – Audrey McPherson from mrpieper007

Here are some Classroom Management tips from teachers around the school:

· Starter questions – no dead time at beginning of lesson, sets the tone well
· Enthusiasm from teacher
· No one talks when the teacher is talking
· Praise e.g. “Good/great/excellent answer” goes a long way

– Best and most effective is Fist to five for s1-3 and sometimes older ones.
– For getting the class quiet holding your hand up works amazingly well.
– Be firm and be fair.

-Be consistent.

-Give pupils structure.

-Most of all be kind and smile.

-Occasionally, I hold aloft a stop clock to threaten the pupils with a little time tax at the end of the lesson – assuming that it’s the period before break, lunch or the end of the day. The pupils instantly self police and continue working quietly. No need for any protracted lectures. If I start the clock, then any time accrued is added to the end of the lesson. However, pupils get the chance to wipe the time penalty by working diligently from that point onward. It tends to work and saves me from wasting my time with an after-class detention.

-I always ensure that I welcome pupils at the start of each lesson as this helps to set a positive tone for the rest of the period.

-Retain a sense of humour.

-A starter or a brief, settling, self-managed activity such as personal reading. If the class are settled at the start, then it makes it easier to take them with you through the lesson.

-I use a ‘ball of knowledge’. It’s passed around the class during class discussion. Only the person who is in possession of the ball is able to speak. Seriously, it really works!

-Starter activity ALWAYS on board for quick settling to lesson. Pupils know to get out jotters and start without having to be asked.

– for me routines are the key. Same instructions at start and end of period, same routine for handing out and collecting booklets, Pupils given numbers so they know what booklets are theirs etc…..

These are just a few ideas. If you’ve any you’d like to add, just email them to me.

Can I listen to music while I work?