Are you the brightest star in your students' lives? Are you the one they're all tuned to? Are you the Alpha of your classroom? You need to be!
How do you tackle straight up defiance, rudeness and disrespect in our students? By remaining impersonal, consistent, and focusing on the behaviour, not the person.
How a lesson begins has an enormous influence on what happens subsequently. Having clear and regular routines that are enforced without fail allow you a multitude of benefits, and I've picked out five for your reading pleasure.
There are two kinds of authority you need to have. The first is the one granted to you by your job role. The other (longer-lasting one) is the one you develop as an expert. Learn more about the two here.
Do you want to make detentions in your school mean more than sitting in silence for an hour and then going home, while the same kids show up over and over again? Read on.
You might be responsible for creating the only environment in which they are talked to in a respectful way, as a mature developing adult, on equal par to you in terms of dignity.
You can TALK yourself into being a more effective teacher. Believe these 3 things in order to be more confident each day.
The boundaries you're uncomfortable enforcing are the very same ones that they NEED because the chances are, they aren't getting them elsewhere from the other people in their lives.
When discussions take place around 'curriculum', you can't ignore the fact that getting behaviour right is an integral part of it.
There more things you make routine (automatic) in your classroom, the more mental energy your students will have to concentrate on new learning. Here's how to do it.
If you don't decide the values you stand for, you're never going to achieve coherence in anything, let alone behaviour.
A summary of the main learning points from the fantastic book, "Leading Better Behaviour" by Jarlath O'Brien.
Imagine the next time a student did something wrong, they had to FIX the damage instead of serving a one hour detention. How powerful would that be?
Get students talking in order for to help them understand why they did what they did; who was affected by their action(s) and how; and what can be done to repair the harm.
My thoughts on whether the five main premises that the authors of "Hacking School Discipline" use in their introduction are correct.
Your students know what they've done. What they're waiting to see is what YOU will do - and here's where things become critical.