Dealing with problems
3/21/2010
WEBINAR: Taking Control of The Noisy Class
WEBINAR: Taking Control of The Noisy Class Approach “How we respond will determine how they will react” • Treating them ‘unfairly’ can provoke a mood of defiance and a desire to take revenge. Not only that, they won’t listen to you! • Belittling/embarrassing and being ‘over the top’ compromises their needs.
Dealing with problems
• Being ‘firm but fair’ meets their needs – this isn’t about ‘letting them off’, it’s about dealing with problems effectively and efficiently
WEBINAR: Taking Control of The Noisy Class
WEBINAR: Taking Control of The Noisy Class
Which approach will have greatest effect? “Don’t interrupt me!” “Thanks for your questions – I’ll answer anyone who puts their hand up without calling out.” “There are people talking and it makes it difficult for everyone else to hear my instructions” “Sit down! Get back in your seat!” “Go back to your seat please so that we can move on.” There are people wandering round the room and it makes it difficult for people to concentrate.”
WEBINAR: Taking Control of The Noisy Class Specific Problems: Late arrivals
WEBINAR: Taking Control of The Noisy Class Specific Problems: Refusing to work •
• • • • •
Take their name (assuming you don’t know them) Confirm they are late. Calm/matter of fact. (Approach) Direct them to a seat Get back to lesson flow – preferably with proximity praise. Follow up
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•
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Give limited choices “Do you want to finish it in lesson time or your own time? Make sure consequences are in place as back up “John you don’t seem to be working. If you don’t want to do it now that’s fine – you can finish at break/after school. Is that what you really want?” Offer support “How can I help? Is there something we can do about the work to make it better for you?” Give them time/space “Have a think about it. I’m going to go and help Simon and I’ll come back in a minute to see what you’re going to choose to do.”
1
3/21/2010
WEBINAR: Taking Control of The Noisy Class Specific Problems: Rude/abusive • Try not to react. “I don’t speak to you like that; if you want my attention do as the others do please.” • Take out a pen and paper: “I’m recording everything you say. I can show this to parents/senior teachers or put it in the bin. It depends how you behave now.”
WEBINAR: Taking Control of The Noisy Class Specific Problems: Mobiles/headphones • • • •
Start with neutral place “What’s the rule my friend?” “What’s the rule?” “I don’t want it but let’s put it away so that I don’t have to put it in my drawer.”
WEBINAR: Taking Control of The Noisy Class Specific Problems: Shouting out/interrupting •
Give them a clear route for success – have routines which show them how to ask for attention and how to work quietly.
•
Reinforce routines calmly: “Thanks for your answers, there are some good ones. I’ll answer anyone who has their hand up without calling out.”
•
Praise those who are doing it right: “Well done, thank you for putting your hand up.”
•
Use consequences: “Paul if you shout out once more you will be coming back at break for five minutes practicing how to raise your hand.”
WEBINAR: Taking Control of The Noisy Class Two-minute follow-up • “We’re going to be working together for a while, we need to sort this out…” • Avoid asking ‘why?’ • “Can I show you what you did?” • “You might have had your reasons but can you see why we can’t have that behaviour…?” • “What can we do from now on?...”
2
WEBINAR: Taking Control of The Noisy Class
WEBINAR: Taking Control of The Noisy Class Approach “How we respond will determine how they will react” • Treating them ‘unfairly’ can provoke a mood of defiance and a desire to take revenge. Not only that, they won’t listen to you! • Belittling/embarrassing and being ‘over the top’ compromises their needs.
Dealing with problems
• Being ‘firm but fair’ meets their needs – this isn’t about ‘letting them off’, it’s about dealing with problems effectively and efficiently
WEBINAR: Taking Control of The Noisy Class
WEBINAR: Taking Control of The Noisy Class
Which approach will have greatest effect? “Don’t interrupt me!” “Thanks for your questions – I’ll answer anyone who puts their hand up without calling out.” “There are people talking and it makes it difficult for everyone else to hear my instructions” “Sit down! Get back in your seat!” “Go back to your seat please so that we can move on.” There are people wandering round the room and it makes it difficult for people to concentrate.”
WEBINAR: Taking Control of The Noisy Class Specific Problems: Late arrivals
WEBINAR: Taking Control of The Noisy Class Specific Problems: Refusing to work •
• • • • •
Take their name (assuming you don’t know them) Confirm they are late. Calm/matter of fact. (Approach) Direct them to a seat Get back to lesson flow – preferably with proximity praise. Follow up
•
•
•
Give limited choices “Do you want to finish it in lesson time or your own time? Make sure consequences are in place as back up “John you don’t seem to be working. If you don’t want to do it now that’s fine – you can finish at break/after school. Is that what you really want?” Offer support “How can I help? Is there something we can do about the work to make it better for you?” Give them time/space “Have a think about it. I’m going to go and help Simon and I’ll come back in a minute to see what you’re going to choose to do.”
1
3/21/2010
WEBINAR: Taking Control of The Noisy Class Specific Problems: Rude/abusive • Try not to react. “I don’t speak to you like that; if you want my attention do as the others do please.” • Take out a pen and paper: “I’m recording everything you say. I can show this to parents/senior teachers or put it in the bin. It depends how you behave now.”
WEBINAR: Taking Control of The Noisy Class Specific Problems: Mobiles/headphones • • • •
Start with neutral place “What’s the rule my friend?” “What’s the rule?” “I don’t want it but let’s put it away so that I don’t have to put it in my drawer.”
WEBINAR: Taking Control of The Noisy Class Specific Problems: Shouting out/interrupting •
Give them a clear route for success – have routines which show them how to ask for attention and how to work quietly.
•
Reinforce routines calmly: “Thanks for your answers, there are some good ones. I’ll answer anyone who has their hand up without calling out.”
•
Praise those who are doing it right: “Well done, thank you for putting your hand up.”
•
Use consequences: “Paul if you shout out once more you will be coming back at break for five minutes practicing how to raise your hand.”
WEBINAR: Taking Control of The Noisy Class Two-minute follow-up • “We’re going to be working together for a while, we need to sort this out…” • Avoid asking ‘why?’ • “Can I show you what you did?” • “You might have had your reasons but can you see why we can’t have that behaviour…?” • “What can we do from now on?...”
2
