Effective Teachers
Effective teachers often do this to assist with classroom management for each class.
understand the needs of their cohort and planning
Arguably the most important and first ESCM.
establishing expectations
A minimally intrusive intervention strategy for off task behaviour.
Body language encouraging (smiling, nodding, gesturing and proximity)
Cueing with parallel acknowledgment (praising a particular student to prompt others).
Key things to remember when establishing expectations.
3-5 clearly defined rules/expectations aligned with school expectations
Student arrives late to class and begins to disrupt lesson.
Restating expectations, giving clear instructions and following through with consequences.
The effective teacher is a model of this.
consistency
Language that establishes expectations, giving instructions, waiting and scanning and cueing with parallel acknowledgement
Language of Expectation
The goals of managing problem behaviour.
Inappropriate behaviours cease; appropriate behaviour begins. Prevent behaviour recurring.
The most intrusive action in your classroom management that should only be used if all other strategies have been exhausted.
removing a student from the learning
Students arrive to class unsettled and without equipment.
Waiting and scanning, restating expectations, cueing with parallel acknowledgement, following through.
A teacher is said to be 'in balance' when they have these two things.
1. Clear expectations
2. Established a balance in their use of verbal and non verbal language when acknowledging appropriate behaviour and correcting inappropriate behaviour.
Which ESCM's involve language of acknowledgement?
Body language encouraging and descriptive encouraging
Three essential skills that support the management of problem behaviours when they are occurring.
Body Language encouraging (non- verbal cue), Descriptive Encouraging (verbal cue), Redirecting to the learning, Giving a choice and Selective attending.
Imbalances in behaviour management are the result of one of these things.
unclear expectations, too much acknowledgement or too much correction
Student is out of their seat, disrupting others from the learning and not engaging in the learning.
Body language encouraging, descriptive encouraging, redirecting to the learning, giving a choice and following through.
Most researchers agree that this is an essential element of student success.
effective classroom management
The best rules are these three things.
Positive, clear and consistent.
A strategy that avoids unintentionally reinforcing off task or disruptive behaviour, it is a deliberate process used with a discrete timeframe.
selective attending
Key aspects that lead to successful classroom management.
supporting each other, planning for the management of your classroom (including positive and negative behaviours), along with effective communication with students and parents.
Students were turning around, hitting people, talking over the teacher, shouting out, taking other students' belongings.
Reminder of expectations, redirecting to the learning, giving a choice and following through.
Decades of research has identified and defined three key characteristics of effective teachers as, classroom management, lesson mastery and this.
positive expectations
An important skill that takes time to establish well and can make a significant difference to students being on task.
giving clear explicit instructions
A vital skill that is necessary when all other skills have not been effective. It clearly establishes that you mean what you say and should be planned for.
following through
This strategy can be used with waiting and scanning to encourage on task behaviour.
'Vaseline eye'
Use the ‘Vaseline eye’ to encourage the resumption of on-task behaviour. That is, if you have tried to cue an off-task student with ‘a directive look and pause’, slide your eyes away from the student once they have resumed on-task behaviour or if you think they are about to resume on-task behaviour.
Student was continually seeking attention from other students, would settle for periods of time but then became unsafe misusing equipment in the room.
Restate expectations and instructions, selective attending, descriptive encouraging, redirecting to the learning and follow through (option of withdrawal from the classroom - TLC)