School rewards damage motivation and makes working hard seem like hard work.… Read More Tip #12: Rewards make hard work of working hard.
Poorly predicted task duration can lead to poor quality work. Try breaking tasks down into bite-size chunks. … Read More Tip #11: Pupils off task? Accurately predict and time activities.
Unless you explain your expectations, it’s wrong to assume that pupils will accept them. … Read More Tip #10: Explain why bad behaviour is bad.
Transitions strike fear in the heart of many teachers. They hold the potential to make or break lessons and it’s all too common for them to introduce chaos and stress into the class climate (Ofsted, 2013; TALIS, 2013; Bennett, 2017). Taking a step back and watching transitions will help you to identify any emerging issues and… Read More Tip #9: Transitions: step back to get on track.
Fidget toys are great for maintaining attention if used in the right way. Doing these 8 things will ensure success.… Read More 8 musts for fidget toy success
How much do you really see when teaching? How many children do you miss when you do look? Knowing what to look for and where to do it from allows you to quickly halt behaviour issues and spot struggling pupils. Consider this quote about an experienced teacher: ‘After trying to give eye contact to students… Read More Tip #8: Become a classroom-management issue sharp-shooter.
Fidget toys have got a bad rep but they work if you communicate your expectations clearly and enforce ruthlessly.… Read More Tip #7: Fidget toys: good. Poor expectations: bad.
Sit in every seat in your class to truly understand your pupils’ physical environment to enhance your learning climate.… Read More Tip #6: Sit in every seat to experience a pupil’s-eye view of your classroom.
Apologising after you’ve messed up in class can quickly restore trust if done correctly. The guidelines here should help.… Read More Tip #5 – Gain trust by apologising when you mess up in class.
‘If you always do what you’ve always done, you’ll always get what you’ve always got.’ The origins of this quote are contentious with some attributing it to Mark Twain, Tony Robbins and Henry Ford amongst others, but the message is clear. Our predictable actions have predictable outcomes whereas adaptability can help deliver fresh results. British… Read More Is your classroom static? Flexible layouts for flexible learning. — Global Lessons on Learning