By Johnnie Young
The booklet comprises a hundred thoroughly new principles including:
suggested scripts and key terms designed to pacify even the main competitive situation
short-term and long run strategies
advice on pre-empting and keeping off demanding behaviour
ideas for considering in your toes in severe circumstances
This booklet may be necessary to trainee academics and NQTs, however it also will supply skilled academics new principles and concept for greater dealing with their scholars' behaviour.
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This pick-and-mix treasure trove of recommendation is brimming with tried-and-tested concepts for handling behaviour within the secondary school room. The booklet comprises a hundred thoroughly new principles including:suggested scripts and keyword phrases designed to pacify even the main competitive situationshort-term and long term strategiesadvice on pre-empting and fending off difficult behaviourideas for pondering in your toes in severe circumstancesThis ebook may be worthy to trainee lecturers and NQTs, however it also will provide skilled lecturers new rules and notion for larger dealing with their scholars' behaviour.
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Extra resources for 100 Completely New Ideas for Managing Behaviour
Yes, well done - ‘humid’, you know that’s when the air’s all hot and sticky . . anyway he rows on and then he sees something amazing. ’ And so on. It is a great way to involve everyone from the start. 31 IDEA SUPER CHARGE ‘SELF-CENTRED’ LEARNING 26 32 Teachers know that the more you can take the attention from yourself and get the students to concentrate on the task, the better it is for both behaviour management and learning. However, with a lot of ‘student-centred tasks’, or group work activities, you ﬁnd in practice that many lazy students hide behind the work done by others.
Make a point of seeing if there is any improvement in his work and acknowledge it and show how pleased you are. It may take a few attempts to see improvements. You can then use the improved work as a basis for discussing how else they might use other skills to help them. Keep following up, to show you have noticed and care, lesson after lesson. It may seem a lot of trouble to go to and you may wonder how on earth you could ﬁnd the time to individually design work when you have so many students to deal with.
You then work out what to do if it happens again. But the main point here is that now there is a shared understanding. If you notice that the student is losing his temper next time you can immediately intervene and refer to the useful things we learnt last time. Because you have already been through the problems with this student in a calm and considered way, it helps enormously when the problem recurs. You can say things like: ‘Do you remember Jack? ’ The shared understanding, memory of the meeting and enhanced relationship will help with a successful outcome in a difﬁcult, stressful situation.