Sunday 24 February 2013

Teaching Tip # 9 Find a ‘Best for Both Outcome’…

                      Top Ten Tips #7
Find a ‘Best for Both Outcome’…
Avoid confrontational situations where you or the pupil has to back down. Talk to the pupil in terms of his choices and the consequences of the choices, and then give them ‘take up’ time. 

Fred, I want you to leave the room. If you do it now we can deal with it quickly. If you choose not to then we will use your break time to talk about it. It’s your choice. I’ll meet you outside the door in two minutes.’ Then walk away and wait.

Joe, put your mobile phone in your bag or on my desk. If you choose not to do that it will be confiscated,’ then walk away and wait.

 University of British Columbia

Monday 18 February 2013

Teaching Tip # 8 Deal With Low Level Behaviours Before They Get Big…

                       Top Ten Tips #6

    Deal with low level behaviours before they get big…

Low level, or minor, behaviour infringements will escalate if they are not dealt with quickly and consistently. A pupil’s behaviour is reinforced when he gets attention for it, but don’t be tempted to ignore it. Find acalm and quiet way to let the child know that you see exactly what he isdoing and that there is a consequence, without making a fuss, gettingupset or sounding annoyed.
 Give your instructions once only. If the pupil continues to misbehave, instead of repeating your original instruction, try one or more of these actions

-       point to a place (eg on the board, on a post-it in the pupil’s book, a note on your desk) where you wrote down the original instruction at the time you 
      first gave it
-       use a description of reality, ‘Johnny, you are tapping your ruler.’
-       stop everything and look at the pupil pointedly  and wait    
      for them to figure out why
-       descriptively praise those who are behaving 
    appropriately, praise the target pupil  as soon 
     as he complies
-       ask other pupils what is needed  (the squirm factor)

Always follow through, even on minor infractions, so 
that pupils know there is no point in testing. They should know 
what will happen. Only give second chances after a period of good behaviour.
 University of British Columbia

Saturday 9 February 2013

Teaching Tips # 7 Be specific and clear in your instructions…

Top Ten Tips # 5
Be specific and clear in your instructions…

    •  Get a pupil’s full attention before giving instructions. 
    •  Make sure everyone is looking at you and not fiddling with a pencil, turning around, looking at a book, etc.
    •  Only give instructions once; repeating can unwittingly train a pupil to not bother to listen properly the first time.
    • Smile as you give instructions.
    •  Don’t be too wordy and don’t imply choice when there actually isn’t a choice by tacking ‘Okay?’ on the end, or sound as though you are merely suggesting, ‘Would you like to …?’ ‘How about …?’  ‘Don’t you think you should …?’
    • Be very clear in all your instructions and expectations.   
    •  Have a pupil repeat them back to you.

    University of British Columbia

Tuesday 5 February 2013

Entering Marks in Maplewood Using ConnectEd

This short video demo shows how to enter student marks in the Maplewood Database using ConnectEd

You may also click on the following link to watch the video directly on Youtube:

Sunday 3 February 2013

Teaching Tips # 6 Catch them being good…

Top Ten Tips # 4

Catch Them Being Good…

Praise is the most powerful motivator there is. Praise the tiniest steps in the right direction. Praise often, using descriptive praise, for example, ‘It can be annoying having to look up words in the dictionary. I can see you are getting impatient but the dictionary is still open in front of you. You haven’t given up.’ Or, ‘I can see you don’t want to come in from break, but you are facing the right direction for coming in.’ Be willing to appreciate the smallest of effort and explain why it pleases you.
Pupils will not think you are being too strict and will not resent your firm decision making if you remember to smile, to criticise less and to praise more. Tell the pupils there will be positive consequences for positive behaviour, then follow through and show them.

Stick to your guns and don’t be ‘bullied’ into giving rewards that haven’t been earned.

Some positive behaviours are easily overlooked. Try to remember to praise pupils for
      -       homework in on time
      -       working quietly
      -       good attendance
      -       neat  and organized desk
      -       not swinging on chair, sitting properly
      -       smiling
      -       contributing to class discussion
      -       helping another pupil
      -       not laughing at another pupil’s mistakes
      -       promptly following your instructions
      -       respecting classmates
      -       using polite language
      -       well prepared for the lesson

Use the reward systems of the school consistently and fairlyTarbiya Buck”.
University of British Columbia