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What has compelled me to write this article, is often the lack of foresight teachers, particularly in primary schools, put into setting up their rooms.
As a relief/substitute teacher, I have, for example, found it difficult to get around the room to help students. White boards are often put to one side to allow the main central space for an electronic board. This prevents the easy use of the white board when any problems arise.
This article discusses issues that the teHaving difficult classes at some time in your career is part and parcel of the profession to which we belong. This is especially true in a high school situation where there is potential for a teacher to have more than one difficult class. 'Difficult' could be in a behavioural or academic ...
I need quiet to work. I am made nervous and irritable when there are disruptions when I am speaking. Knowing that about myself I needed to create a quiet room. It turns out my students are also more relaxed and pleasant in a quiet place - even though they would NEVER admit that!
A recent conversation with a teacher in a mainstream school that has recently referred yet another 'uncontrollable, we've done everything and nothing works' child to join the behaviour unit made me think about the dangers of consistency! Hard to believe? How can consistency be dangerous?
Just as children can read your body language you can learn to read theirs. Learning this will help you to predict if they have a change in their behavior or they have just changed enough to get you off their backs. Kids are very good at bluffing and faking their behavior. One of the best ways to tell if a student is faking is to read his body language.
Young children are often eager, almost too eager. The problem arises when they are eager to do things other than what you’re trying to teach them. Here are five tips to keep them interested in class and motivated to do what you want them to do.
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