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10 Essential Skills for Classroom Management

Thomas Wakely - Classroom Profiling Trainer & ESCM Coach

"What if that doesn't work?"

Use Skill 8 (Redirecting to Learning) in a LEAST to MOST intrusive approach.

The Back Chat!

"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..."

  • Go back to your Least to Most intrusive approach and think about strategies such as a Cueing with PA or an Individual Close Talk

"What about the straight out refusers or confrontational students?"

  • ZIP IT!
  • "Year 9, don't worry about Tom. I'll deal with that when I'm ready."
  • Description of Reality
  • Individual Close Talk

Skill 10

Following Through

Re-Entry and Post Lesson Discussions

These conversations are very effective for reinforcing expectations and highlighting that these will be enforced with a certainty of consequence.

  • Basically the same as Skill 9 and 10 questions

The Script

  • "What expectation did you break?"
  • "What can be done to fix it?"
  • "What do you think I should do if I see the same or similar behaviour again/next period?"

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.

  • Vital for showing that your Skill 1 expectations are serious and really do govern the room
  • Demonstrate confidence

The Script

  • "What did we say would happen if those behaviours were to continue?"
  • "I need you to do that now thanks."
  • "What will the next consequences be?"
  • "Do you want that to happen?"
  • "Do you need any help with your work?"

Skill 9

Giving a Choice

Skill 5

Positive Feedback

To RESPECTFULLY confront a student, who is disrupting others, with the available choices and their logical consequences.

  • VERY difficult to do successfully if Skill 1 hasn't been established

The Script

  • "What expectation are you breaking?"
  • "Whats the consequence for that going to be?"
  • "Whats the consequences going to be if that keeps happening?"
  • "Do you want that to happen?
  • "Are you ok with your work. Do you need any help?"

...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?'

  • Very effect proactive strategy that encourages students to stay on-task
  • Builds and fosters positive relationships and mutual respect
  • Plays on natural human emotion to be liked and noticed

"I've tried telling a kid well done and he hated it - explain that!"

  • All in method and delivery

Skill 8

Redirecting to Learning

Redirecting to Learning can essentially be broken in Verbal and Non-verbal methods.

Non-Verbal Redirections

  • Simple hand actions
  • Pause in talk
  • Proximity

We often THINK we're using them but as teachers we are GREAT at opening our mouths.

Verbal Redirections

  • Questions about behaviours
  • Humor
  • Orders(???) - "Shhhhhh"

Getting rid of them!

Skill 7

Selective Attending

We're all so super busy and time poor and as such we often bypass saying goodbye.

This is a golden opportunity to:

  • Reinforce the positive behaviours that we saw
  • Continue to foster positive relationships
  • Show kids that we're actually human and have human responses - such as caring.

Deliberately gives minimal attention to SAFE, off-task or inappropriate behaviours and as such avoids unintentionally reinforcing these behaviours.

  • Fine line between being negligent and selective attending
  • Are you confident that they will return to task themselves in due time?
  • Maintain supervision to gauge in behaviours are escalating or reducing as desired.

"How do I maintain close supervision without them realising? Wont the close supervision just cancel out the selective attending strategy?"

  • Peripheral Vision is the key.

Skill 4 & 6

Descriptive Encouraging & Cueing with Parallel Acknowledgment

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.

  • Holy Trinity

Cueing w. PA works as an excellent start for a least to most intrusive approach.

"Ok, enough of the theory! How do I do it? "

The ESCM and building positive relationships with students starts from the very beginning. So lets start at the beginning of a lesson.

Student Entry

  • Sets tone of lesson
  • Ensures you can see students enter room and can minimise undesired behaviors

Greeting

  • Formally or informally - good relationship building technique

Late Students

  • Welcome them or give no response?
  • Do it on YOUR terms and when YOU have time. But how?

Skill 1

Establishing Expectations

Skill 3

Waiting and Scanning

If the 10 skills were a house, skills 2 to 10 would be the frame. Skill one would be the foundation.

Expectations Clear

  • Have you set no more than 5 clear and concise expectations/rules?

Expectations Referred to

  • Are expectations referred to when broken?

Consequences Applied

  • If you have offered a choice and the behaviour continues, do you than apply a consequence?

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

  • Following instructions: stop, wait and scan the class for a brief period (5-10sec)
  • Gives students time to process the instructions
  • Avoid filling all available time with excess talk and inadvertently training the class to stop listening to your voice

"Are we there yet...?"

HOT TIP!

Use this time to catch kids doing the RIGHT thing.

Skill 2

Giving Instructions

Before giving activity instructions we need to effectively gain attention. "But how?"

  • Verbal and Non-Verbal Direction Phrases

"So now that I have their attention, what can I do?"

Activity Instructions

  • Curriculum - What, Why and How
  • Behaviour - What, Why and How

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.

"And a room in balance?"

"So what does this do to my classroom?"

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.

Balance Model to ESCM

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.

Avoiding Fatal Beatings...

  • Rowan represents Old World Education
  • The parent represents Modern Society

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.

WARNING - THEORY CONTENT!!

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?"

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