Effectiveness

We have all had that one class we dread going to. In my experience with difficult classes I have found that the way a class behaves seems to “snowball”. It either becomes better or worse, depending on how you behave. Obviously the earlier you correct behaviour the better however, the tips below are aimed to improve classroom behaviour despite its current level. 1: Always use a students’ first name. This will improve your rapport with them as individuals. The two most pleasing sounds to the human ear will not surprise you. They are the musical key of C (found in poker machines) and your name! 2: Use Thank you verses Please. An instruction such as, “Take out your books please,”…

While we all know students work better in a secure, structured, safe and supportive environment, how do we set students up to win? How do we make the boundaries clear and support students to learn when they don’t stay within those boundaries? Building a strong foundation for learning by making expectations about behaviour and work standards explicit to students from the beginning saves time, energy and stress, increasing productivity in the longer term. We all need to know the rules of the game before we can win! Off task, disruptive behaviour of students can be one of the biggest stressors for teachers. Having consistent, clear expectations reduces uncertainty and anxiety for students and teachers increasing opportunities for success. Encourage a…

Have you noticed that “on-task” does not always mean engaged? How do you achieve both? We know that engagement is the key to learning but we also know that some of our students are bored with the curriculum and activities being offered in classrooms. To battle this problem, much focus and attention has been placed on getting students to be “on-task.” Indeed, the link between on-task behaviour and student achievement is strong. However, just as a worker at a company can be busy without being productive, a student can be on-task without actually being engaged in the learning. True, long-lasting learning comes not merely as a result of being on-task, but being deeply engaged in meaningful, relevant and important tasks. We see…