Classroom Management

1. Classroom Management RiTES Teacher Seminar Wed 2 Dec 2009 Gillean.McCluskey@ed.ac.uk

2. Session plan • Core challenge - classroom management • Contexts in Scottish schools • Key questions • Dealing with Disruption • Authority or Authoritarianism? • Conclusion

3. Core challenge If asked to imagine a single image of ‘teaching’, what would it be? Modern nursery, primary and many secondary schools are often ACTIVE and sometimes NOISY

4. Can people learn through play and activity? • What does learning mean in these situations? • What does learning look like in these situations • What does the teacher do?

5. What else do we need to know about the context of teaching in Scotland? • Policy and social context • Discrimination (and the equality strands) • Setting by ability • Exclusion from school • Pupil engagement • Bullying and learning • Other issues e.g. ADHD

6. So if this is the context, how do teachers maintain authority? Consider the following: • Extrinsic rewards • Intrinsic rewards • Ethos • Relevance • Learning and relationships • Teacher as reflective practitioner

7. What are the key questions in classroom management? • ‘Clear rules and sanctions’. Does this work? • How can I balance the needs of the one loud, demanding child with the needs of all the other children? • Does learning affect behaviour OR behaviour affect learning? • How can I teach a child with additional support needs when I don’t have the training or skills?

8. Dealing with Disruption • DVD excerpt and discussion • The Authority inventory • ‘Skanting’

9. How do pupils know they are doing well? • Think of 3 things you do well • How do you know? • Think of 3 things you want to improve • How will you know when you are improving?

10. Conclusions Children want to engage with learning (EHRC 2009) Children face significant challenges in UK (UN commissioners reports 1995, 2002, 2008) Teachers make a difference (Munn et al 2009)