Student: 33137357

Task 6: Classroom Management

Teaching Strategies
Growth Mindset language
Use growth Mindset language for encouragement and persistence to tasks.
Instead of praising a child for a correct answer keep questioning using more open
ended questions to guide the class in the right direction. Encourage the children
who are having a go. Use language such as I like where youre going with your
thinking. Praising the process of working the problem out, rather than coming
up with the correct answer straight away. For children whom dont give the
correct response point out the good points in their idea and delve into their
thinking process rather than giving them a no.
Expand on the idea of you dont know that YET! But if we keep investigating this
topic well get there. Celebrate and share great mistakes so the class feels
comfortable with not getting things straight away. (Mindset: The new psychology
of success, Carol S Dweck)

Classroom rules brainstorm

Create a clear set of rules for the behaviour of the class. These should be
displayed in a visible area so they can be referred to if the class are not on task
or complying to them as a quick reminder. These rules should be decided upon
by the class at the beginning of the year. In the first week of the school year the
class can brainstorm and decide as a group what their values are, and what rules
they would create to ensure that everyone in the class is respected and valued.
By allowing the students to take ownership and of the rules they are more likely
to comply. By allowing the class to choose the rules it would also mean that they
are more likely to act if another classmate is not adhering the agreed values.
(Observation at South Newman Primary)
Know your students
Aim to develop, meaningful, fair and respectful relationships with each child in
your class. Get to know the childs interests, strengths and weaknesses so you
can tie their interests into parts of the curriculum; this will make the learning
relevant and meaningful to the child. By observing childrens strengths and
weaknesses you can assist a child early who might need more guidance or
provide ideas on how to stretch a child who requires more of a challenge. This
will ensure an equitable curriculum for all children.
Your understanding of each child will guide the differentiation that will need to be
available in the lesson plan and the best way to engage every child. (Dare to be
an exceptional teacher- Maggie Dent)
Classroom management Strategy
Reward the good ignore the bad
This follows the idea that you give clear and specific positive reinforcement of
positive behaviour. 5 positive messages to every negative and praise should be
specific, sincere and for process not outcomes. Dont reward the disruptive child
by giving them all the attention. Even though it might be negative attention like
telling them to stop a behaviour. This might be achieved by making sure you are
moving around the classroom and commenting on the classmates that are trying
new ideas, challenging themselves, and staying on task and using non-verbal
signals to the child that is being disruptive ie a hand on the shoulder or standing
near their desk. In the book Take control of the noisy classroom: From chaos to
calm in 15 seconds Rob Pelvin suggests less talking and more signalling, keep
the level respectful and quiet and dont give the power to the disruptive child.
Choose a signal to call attention
Pick an age appropriate action to indicate to the children that the class need to
stop what they are doing and turn their attention to the teacher. Some of
examples of this are high five, where the teacher holds their hands in the air and
the children respond by doing the same. Using a rhyme such as 1-2-3 everybody
freeze, the art teacher at the local school uses Mona and the children respond
with Lisa. Maggie Dent, Rob Pelvin and other teacher blogs suggest using signals
for this or ensuring that you use your normal voice and to avoid shouting it to
avoid the new teachers voice (losing your voice).

Ive got my eye on you

In Rob Pelvins book Take control of the noisy class: From chaos to calm in 15
seconds he suggests numerous strategies to give kids warnings, one that
appealed to me was Ive got my eye on you. He suggested buying cheap plastic
eyes or laminating some and then teaching the class the following code:
One eye on the table = Im keeping an eye on you
Two eyes = Ive got both my eyes on you be careful
Three eyes = a consequence.
This created the non-verbal warning system.
Consequence need to be respectful, and appropriate but send a clear message to
change the behaviour. Both Rob Pelvin and Maggie Dent suggested that when a
child gets to the consequence stage involve them in the behaviour management
strategy. As an experienced teacher once told me. dont make their problem
yours, give them ownership of the solution.