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Discussion in 'Behaviour' started by Crazy Frog, Mar 1, 2007.

  1. The following strategies I have found to work in classes with pupils who just don't want to shut up talking and who have some pupils who just want to misbehave. My school has little clue how to tackle such behaviour (or just don't want to) so I had to figure out all this myself over months. I thought I would share it with the community. My school don't want successes like this suggested from a mere classroom teacher. They would only listen if SLT said so. But they are **** and don't have a clue how to deal. So here are my solutions........

    1. Try to NEVER accept answers that are shouted out and if someone does shout an answer out, try to ALWAYS mention that it shouldn't have been shouted out but a hand should have gone up. Most of the time, let another pupil with a hand up repeat the same answer and then credit them with it "well done Sophie - excellent stuff". The other pupil then fumes for not getting the credit for his/her right shouted out answer. Over time, the majority change. Some still don't.
  2. 2. If a pupil you teach is rude to you away from the classroom - then follow it up the next time you see them. They then know they should behave throughout the school and nothing will be ignored by you jst because it didn't occur in your lesson.
  3. YesMrBronson

    YesMrBronson New commenter

    Good stuff so far CF.
  4. 3. If a pupil is rude to you who you don't know, then ensure you make it clear to them that you will find out their name, contact their form tutor and if their form tutor does nothing then you will contact their parents personally if they don't go away NOW. If they don't go, then say that their form tutor will be contacted. You get the usuall yea yea yea from them as they walk off.

    The overall outcome is usually that a day later if they bump into you they will try and convince you that their form tutor did something (even if you know their form tutor did nothing because they are ****) and so that is that. You can leave it at that and you haven't lost face or respect. The pupil often thinks they have got one over on you this time by lying but will usually then stay out of your way (which is what you want) because of the close shave of nearly having their parents contacted. They usually don't push their luck by coming back. And you have not had to make a phone call.
  5. 4. If you set a detention and a pupil does not turn up, don't stress about it. In your next lesson ask them to stand outside for a moment. Then go out and ask them why they were not there. Accept "I forgot" only once and re-arrange the detention and ensure they write it down infront of you when back in class. They know "I forgot" will not wash a second time and often show up.
  6. 5. If a pupil doesn't turn up to a detention when you have arrange it due to an "I forgot" excuse then you have options of your choice:

    A) Contact Form Tutor;

    B) Or, contact parents and explain things;

    C) Or, escort them from their lesson before lunch or last lesson before home to your detention by arranging this with their lesson teacher so they hold them back for a few minutes to allow you to get there. E-mail is good for that. It will embarrass them that they need an escort and promote this to other pupils as lack of independence in that they couldn't remember to come themselves and needed escorting like babies.
  7. 6. Homework Problems?

    Promte the idea to you class in a subtile way that if you ever contact parents you won't ever just talk about the missing homework. Seeing as you are on the phone, you may as well have a chat about a lot of different things like their behaviour throughout the year.

    To avoid this, they will often do their homework.
  8. 7. Homework Again?

    What about a school who blames you for their lack of homework.


    Three strikes rule. Once missed = detention. Twice missed = another detention. Three times missed = phone call home.

    Enter D,D,P on your homework records and once you have done that you have fulfilled your job requirements. If that pupil still does not do their homework you can quote how you have done all could. They have not responded to detentions and not responded to a phone call home. What else can you do? Perhaps Head of Department would like to try their strategies now. Shift the blame to them for lack of action. They will hate that but you can't be blamed now and can just sit back and smile! :)
  9. 8. Undermined by SLT?

    If an SLT member sends a pupil back into your class after you have sent them out to exclusion - as soon as SLT have gone - exclude them again.

    SLT wil think the pupil must have acted up again after they left and will not send them back to you again. They won't want to get caught up in a sending out/in war infront of the pupils. SLT need to know that it is your classroom and your class that you have to work with day in and day out and whether they are in charge of the school or not they have no right to undemine you and interfear in your job.
  10. 9. A particular SLT who is a problem?

    If a pupil favours a particular SLT as pupils know that individual SLT can be wrapped around their little finger and will not back you up but undermine you, then ignore all the systems and start sending problem pupils to that particular SLT.

    It is much better for the pupils to see YOU telling them to GO to that SLT, rather than you sending the pupils out to somewhere else and them refusing to go there but insteading running to that SLT member with a sob story and then being brought back in by that SLT who undermines you.

    The SLT member will get fed up of it before long and ask you to use the behaviour policies. You will respond by saying okay but if pupils come to you then can you also act in accordance with these poliies and send them on their way to the place or person I sent them to. Be tactful. But VERY clear.
  11. YesMrBronson

    YesMrBronson New commenter

    Blimey CF, you must be reading my mind. This thread, once complete, should be copied and given to every trainee teacher in the country.

    In fact, every teacher whether trainee or not.

    Keep up the good work.
  12. 10. Pupil Attitude.

    If pupils try the "you didn't see me throw it so you can't do anything" line then show them that you don't care about that and will not faf about worrying if you have the right person or not. If you even think it is them then you will simply take time off the few pupils in the group of "maybes!"

    If they object - ask - "who was it then?". If they say "I don't know" or "I won't grass" then just say "okay then - 5 minutes at break/lunch for you lot". Odds are you have one in that group who did it and the others know it.
  13. 11. What if they argue badly about them being innocent of the incident described above and tell you that they "WILL NOT" accept punishment?

    Then say to them that "your TEN minutes (not five now) is for rudeness towards myself and poor attitude. You don't address problems using that tone towards me and your TEN minutes will be in the record for that reason and not the throwing." This is somehting they know they have done - so they can't aruge about that one!

    You can even let the others go who may not have argued with you in such a way and you haven't lost face or respect. The thowing doesn't really matter so much now. But they will think twice before doing it again and also before agruing over any future punishments for anything else.
  14. Thanks "YesMrBronson".

    Took me months to figure all this out. I certainly wasn't told about it or trained for it. Surely someone could have wrote this stuff down and told us on a PGCE/NQT. Way more useful than "click, click" on Powerpoint slides and fancy quotes over and over such as "Learning to Learn", "Every Child Matters", "Interactive Teaching" and "Pedegogy and Pracice" and other buzwords in use.

    Behaviour strategies should be item 1 on any agenda.

    I'm off to sleep. More to follow soon.......
  15. What annoying senior staff you seem to have! It sounds as though you're doing really well in terms of working out how to handle really challenging behaviour. One thing I've found really useful in terms of the 'who did that' stuff, is to make it neutral--not 'I know you did it' but 'A piece of paper was thrown'. Then you can move on to 'therefore, alas, I have been delayed in the lesson, and we will have to extend this through breaktime'. I've found this avoids hours of arguing, because they can object that you're blaming them (even if you're right) but it's hard to object to a fact.
  16. tophotchef46

    tophotchef46 New commenter

    Well your system works, so it would seem, but could you help me to find a way out from my year 10 girls who constantly tell me to 'f' off, that I talk *issing *hit, and the boys who are so foul mouthed in class NO IM NOT LYING! Oh and I am no push over either. SMT are **** support though, and HOD is as much use as chocolate tea pot..Help please..x
  17. Oh how I agree with you Crazy Frog!! Behaviour management should be a priority in ITT training. I'm a student and it's no point knowing all the other stuff if you don't get the chance to teach it in the first place because of poor behaviour. I've already printed your tips off - hopefully I'll be more prepared for my next teaching practice in a few weeks.
    By the way, what on earth are you doing up till that time if you're not marking, planning etc!
  18. Excellent strategies, keep going!!
  19. I have been teaching in a secondary school for the last 8 weeks after transferring from FE. My opinion to bring back canning/slipper. Only one or two would need this punishment to get the message across.
    I have had a thoroughly miserable time with the 14-16 kids, they are rude, backchat, do not listen when I am trying to teach them and seem not to respond or worry about detention- and I am in a top performing school!

    I never had these problems in FE, the threat of being withdrawn from a course or loosing EMA was enough to keep them motivated.

    In my opinion, the youth problems being experienced in this country have arisen because of the absence of corporal punishment.
  20. In ITT we had very little training in behaviour management. We were given the impression that, if we planned a brilliant lesson, there would be no behaviour problems. ****! I've lost heart in planning good stuff because I waste most of the lesson dealing with little sh*ts who CHOSE to misbehave.

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