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Use Skill 8 (Redirecting to Learning) in a LEAST to MOST intrusive approach.
"I'm sure Hillary didn't
have to put up with this!"
Avoid being dragged into secondary conversations
"Michael, on with your work thanks". "Sir, Thomas has got my pen!" "Tom, give the pen back." "I haven't got it, Paul does." "Paul..."
"What about the straight out refusers or confrontational students?"
These conversations are very effective for reinforcing expectations and highlighting that these will be enforced with a certainty of consequence.
The Script
This comes much much much easier to do and you will feel more comfortable if a Least to Most Intrusive approach and a Skill 9 (Giving a Choice) has been used.
The Script
To RESPECTFULLY confront a student, who is disrupting others, with the available choices and their logical consequences.
The Script
...And move off
"Ok, I will.
No need to be rude!"
Positive Feedback can be delivered in a number of different ways.
"But that kid annoys me, so why should I do it?'
"I've tried telling a kid well done and he hated it - explain that!"
Redirecting to Learning can essentially be broken in Verbal and Non-verbal methods.
Non-Verbal Redirections
We often THINK we're using them but as teachers we are GREAT at opening our mouths.
Verbal Redirections
We're all so super busy and time poor and as such we often bypass saying goodbye.
This is a golden opportunity to:
Deliberately gives minimal attention to SAFE, off-task or inappropriate behaviours and as such avoids unintentionally reinforcing these behaviours.
"How do I maintain close supervision without them realising? Wont the close supervision just cancel out the selective attending strategy?"
These skills are essentially the same and work to acknowledge students on-task behaviours with the intention of encouraging others to copy. Must describe the actual positive behaviours that you want or see.
Descriptive Encouraging (follows an instruction) is an acknowledgment strategy that gives us a chance to reiterate our instruction and reinforce positive things that we see.
Cueing w. PA works as an excellent start for a least to most intrusive approach.
The ESCM and building positive relationships with students starts from the very beginning. So lets start at the beginning of a lesson.
Student Entry
Greeting
Late Students
If the 10 skills were a house, skills 2 to 10 would be the frame. Skill one would be the foundation.
Expectations Clear
Expectations Referred to
Consequences Applied
If the opposite to all these was to happen, what does it say to the students about the behaviour we want? What behaviour do you think we are going to receive in return?
"So how do I effectively get them to begin the task?"
Waiting and Scanning or Take Up Time
"Are we there yet...?"
Before giving activity instructions we need to effectively gain attention. "But how?"
"So now that I have their attention, what can I do?"
Activity Instructions
Research shows that giving short/concise instructions in this way will help students plan how they are going to perform in the activity and allow them to begin the task as soon as possible.
Verbal Directional Phrases are also a great way of signaling to student exactly WHEN you have finished and they are too begin.
Through the use of the ESCM's we build positive relationships in our room and avoid "fatal beatings". Both research and years of teachers anecdotal comments tells us that we get this...
Well, lets first look at what teachers often say their classrooms are like.
ESCM born out of Christine Richmond's (1995) work around a theoretical model of 'balance' in classrooms.
These 10 skills provide teachers with a framework for developing these core elements of effective teachers.
As education institutions look to update in response to a changing community/society, one question has arisen - What can we do to build rapport with our students from the moment we see them to the moment they leave? Or more simply - How do we not be Rowan?
The 10 Essential Skills for Classroom Management (ESCM) provide options to using fatal beatings.
Balance Model
The core elements that allow for successful learning are; teachers setting clear expectations; acknowedging appropriate behaviour; and timely correction of inappropriate behaviour (Richmond 2007)
"It's fun to slide down..."
"Fair point, sliding
was pretty fun!"
"So.
Where to now?"