![]() ![]() Obviously you need to adjust individual work targets for less able pupils to make it fair. If you don’t finish it, you will return at break to complete it.” On your board have the following written up… But… make sure you add this little twist to ensure the pupils get stuck into it straight away… If you have a group who just won’t settle try presenting them with some of the following ‘settling work’ as soon as they enter the room. Have ‘settling work’ ready for them when they enter the room If you let them get away with anything at this important stage, you will set the tone as being one where they can get away with things. If they run to a chair bring them back again and make them walk. They must do EXACTLY as you say before you let them through the door. If the group won’t stand still and quiet don’t let them in the room. You can easily spot potential problems (unhappy pupils, cases of bullying, arguments etc.) and deal with them rather than letting them go unnoticed and having them escalate into serious disruptions during your lesson. This is the perfect time to gauge the mood of the group and indeed the individuals in the group. And the lesson starts before they enter the room with you having them line up outside the door in an orderly manner. The ideal place to establish control over your pupils is outside the door - before you even let them in the room.You must start the lesson under your terms. If you let them get away with it once, you have effectively trained them to try and get away with it again. ![]() ![]() Never, let pupils interrupt you without reminding them that it is unacceptable to do so. Never, allow pupils to continue talking at the start of a lesson when you’ve started explaining the objective. And any pupil who ignores this is dealt with straight away.įor example, never let a pupil shout out without reminding them to put up their hand. but if I tell a group that I want total silence, then I mean it. I seldom enforce this rule for longer than a few minutes – just at those key times when I am either explaining something, starting a new task or taking a register etc. ![]() I will not tolerate being interrupted without taking action. Mine is simple: If I say there is to be no talking, then there is to be no talking. We all know how important consistency is in terms of classroom management but unless you have a clear set of rules to work to in the first place, you can’t consistently apply them. There must be no ambiguity and therefore no room for argument. Once you’ve decided on your rules (preferably with input from the pupils) you need to ensure the pupils are totally clear what those rules are. If you’ve been having a hard time with a particular group they will come to expect that you will be a walk-over and get into the habit of talking freely with total disregard for your threats. You MUST project strength and the impression that you will not tolerate any disobedience.Īll too often a teacher will enter a lesson filled with dread and give out the signal that they are beaten before the lesson even starts. If you give any sign at all that you are NOT in FULL CONTROL, children will sense this and exploit your weaknesses. The thought that you are the leader in the classroom must be at the forefront of your mind. You can’t expect pupils to respond positively to you unless you believe, really believe, that you fully deserve their respect and compliance. Self belief is incredibly important in this job. The first thing to remember is that you are the boss. Rob Johanson suggests 5 tips to help you get silence from the worst kids in school.ġ. Every teacher has 'the class from hell' that just won't settle down. ![]()
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