Planning for behaviour by @Rosalindphys

Name: Rosalind Walker
Twitter name: @Rosalindphys
Sector: Secondary
Subject taught (if applicable): Physics
Position: Physics Teacher
What is your advice about? Planning for behaviour

  1. Plan the best activities for learning the hardest content.
  2. Take your planning for (1) and put it in the bin.
  3. Plan activities to stop misbehaviour. Cool practicals, “accessible” (easy) work, periodic copying all work well.
  4. Reflect and weep.
  5. Apply for jobs in schools that have proper systems for behaviour. It doesn’t have to be like this!!!
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Seating plans by @amiateacheryet

Name: Dr Teach
Twitter name: @amiateacheryet
Sector: Secondary
Subject taught (if applicable): English
Position: Teacher
What is your advice about? Seating plans

  1. Have a seating plan.
  2. Line kids up at the back of the room when they first come in to your classroom, then tell them where to sit one by one. It’s the easiest way to get them in and seated.
  3. Don’t allow children to dictate the seating plan. Challenge grumbles and complaints.
  4. Have a paper copy on your desk when teaching and annotate with comments on homework, behaviour etc. Really helpful for keeping track.
  5. Change the seating plan often. Once a half-term works well.

Dealing with bullying incidents with children by @621carly

Name: Carly Waterman
Twitter name: @621carly
Sector: Secondary
Subject taught (if applicable):
Position: Deputy Head
What is your advice about? Dealing with bullying incidents with children.

  1. Always remember there are two sides to every story. Don’t be tempted into believing the first version you hear – no matter how convincing it seems.
  2. Children/teenagers’ perspectives are highly subjective and emotional. It doesn’t make them liars, it makes them human.
  3. Always seek advice from other professionals who know the children/family well before making a judgement about consequences for children. Be prepared to accept that your original inclination towards harsh punishment might not be the right approach.
  4. Situations of bullying in school are rarely black and white (especially with girls). The complexity requires an adult (who is not emotionally involved) to unpick it and strive towards a resolution.
  5. Don’t lose your faith in children as you learn that they can be horrible to each other. They are not the finished product yet; they are making mistakes, learning what’s right and wrong and finding their place in the social stratosphere.

Using hand gestures for behaviour management by @kenichisensei

Name: K Udagawa
Twitter name: @kenichisensei
Sector: Secondary
Subject taught (if applicable): RE
Position: Teacher/DHOY
What is your advice about? Using hand gestures for behaviour management

  1. If confiscating something from a student in your lesson, just go up to them and hold out your hand right in front of them. It avoids confrontation and will often get the object (persist if they resist).
  2. Mimic a pen writing whilst looking at a student or point intently towards their book to get them to start a task. Sometimes a student phases out momentarily and just needs invisible correction
  3. Point at your mouth and then a bin to get students to spit out their gum without others noticing and encouraging resistance from the student to show off.
  4. Shake your head – this usually tells a student to stop doing the thing they’re doing wrong.
  5. Get a student to stand up to be told off by pointing at them then jerking two fingers upwards. The sheer fact that you can get them to do this will demonstrate your confidence and control.

Student confrontations by @HoratioSpeaks

Name: James Murphy
Twitter name: @HoratioSpeaks
Sector: Secondary
Subject taught (if applicable): English
Position: AP
What is your advice about? Student confrontations

  1. Keep the lesson uppermost in your mind. Don’t the student derail it (they probably hoped to).
  2. Remind the student that they should follow a reasonable instruction from a teacher and your instruction is reasonable. Repeat instruction calmly if necessary; keep repeating (and keep count).
  3. Be completely calm and in control of yourself and the lesson, even if you don’t feel it. You will find that acting is an essential part of your role, and one day you will have internalised this persona.
  4. Remove the student from the room using the school’s standard procedures, minimising their disruption. Get straight on with the lesson.
  5. Some students will try to get at you by insulting you personally or professionally (“You’re a useless teacher!”). Don’t ever take this on board – ever.

Behaviour, their first impressions by @AntSchmitt

Name: Anthony Smith
Twitter name: @AntSchmitt
Sector: Secondary
Subject taught (if applicable): English
Position: 2nd in Dept
What is your advice about? Behaviour, their first impressions.

  1. Children, as we all do, will make a judgement about what kind of teacher you will be within the first few moments of watching you in the classroom.
  2. Nearly all children change their behavaiour as a result of who they preceive you to be, if you seem strict, they’ll assume you are, and then behave better.
  3. If kids are uncertain about what kind of teacher you are, a few will test you with challenging behaviour; to see if you’ll do what they can’t: exercise control.
  4. Be very aware of how you feel when a child challenges you, children can be keenly aware of teachers’ feelings and use them to manipulate, control and provoke.
  5. Acknowledge, praise and reward: they’re different actions with different effects, make sure you understand and use them appropriately.

Positive Behaviour Management by @MissMWrites

Name: May
Twitter name: @MissMWrites
Sector: Secondary
Subject taught (if applicable): English
Position: RQT
What is your advice about? Positive Behaviour Management

  1. Treat every class like they are your favourite until they disappoint that expectation.
  2. Create a positive relationship with parents. Call home with positive messages; this is a lift for all involved.
  3. Reward those students who consistently meet your expectations. They can become easily forgotten.
  4. Maintain consistent routines and follow through with consequences.
  5. Be flexible where necessary. You can’t win all the battles.