The Power of Routine Part 2: Classroom Management Tricks that Work with Young Learners.
Quiet, please
Reprimanding the students who misbehave is essential but it isn’t motivational. You may say one name a hundred times during the lesson and nothing happens. You do it automatically, the child may not even notice, there is no improvement and there are no consequences.
* I-know-when-to-be-quiet kite works on the basis of the rule Catch Them Being Good. Prepare with your students a colourful kite and write there “I know when to be quiet”. Make a long tail of that kite and decorate it with paper bows, each with a student’s name. During the lesson look for students whose behaviour is exceptional. Instead of just saying “well done” appreciate them by decorating their bow with a sticker or a marker stamp. Make sure students know the moment when they are rewarded. Such a kite helps you to monitor the overall class behaviour, it is also a visual sign for parents how their child behaves during English lessons.
* Wooden clothes pegs might help you to manage your class noise level. Prepare a large circle divided into three parts: green – “I am quiet”, yellow – “Please, be quiet”, red – “You are too loud” and hang it in a visible place in the classroom. Take a black marker and write students’ names on the clothes peg. Start by placing all the pegs on the green area and then during the lesson reprimand the noisy students and place their pegs first on yellow and then, if there is no improvement, on red parts of the circle. Write down all the names of the students whose pegs remain on the red area when the lesson finishes. Think of appropriate consequences if the situation repeats, for example a note to parents or a minus at the end of the notebook.
* Defeat the creature is a technique to make everyone quiet without saying “be quiet” all the time. On the board draw a monster or a strange creature resembling a caterpillar with a head and five body parts. Explain the rules: if the class work quietly, you will secretly erase one body part but if they are rowdy you will add a body part. If all the body parts are erased and only the body is left then the class can choose an activity they would like to do at the beginning of the next lesson.
Choosing students
I teach over 60 students aged 6 to 10. It’s a lot but I know there are teachers who teach many more. All these children want special treatment and appreciation for their efforts and my memory isn’t good enough for all that. Sometimes I need one student to help me distribute a copy of an exercise and they all look at me imploringly. I choose one person and half of them are always disappointed and ask “Can it be me next time?” and I just say “Yes”, and during the next lesson I am not able to remember who it should be. And nothing is worse than broken promises.
These are a few hints that may help you deal with that problem:
* Use counting rhymes such as
Eeny, meeny, miny, moe,
Catch a tiger by the toe.
If he hollers let him go,
Eeny, meeny, miny, moe
Bubblegum, bubblegum,
In a dish,
How many pieces,
Do you wish?
Mickey mouse built a house.
How many bricks did he use?
The child who you point when saying “use” or “wish” in the two last rhymes says a number. Then count in any direction or count every second person. This eliminates a situation when students try to calculate to be chosen.
* Prepare one set of popsicle sticks or wooden spatulas (used by doctors to examine the throat) for every class you teach. Write students’ names on them and place them in a plastic cup or a jar. Whenever you need one person just take a popsicle stick out of the cup. To make it fair set apart the popsicle sticks of children who have already been chosen. It gives everyone a chance to be picked by the teacher.
* Who will clean the board? Who will distribute photocopied exercises? Who will sit next to the teacher in the circle? Picking one student means hurting five others. Class jobs chart eliminates such dilemmas. Think of all the jobs that are important for you during the lesson such as:
- Circle Buddy (two students who sit next to the teacher in the circle)
- Team Leader (two or three students who will be the leaders of the teams in a game)
- Paper Passer (distributes the photocopies)
- Board Eraser (cleans the board)
- Assistant (does the job of someone who is absent)
- On Holiday (has no job)
It’s best to have as many jobs as there are students in the class. One job such as a Circle Buddy should be always done by two students. Prepare a big poster with little paper pockets for each job. Then cut out the outlines of people (you can find them on the Internet) and on each one write a student’s name. Place student’s templates in the job chart’s pockets and rotate them every week.
* Picking somebody from the reward board works both as a motivator for better behaviour and as a help in choosing students. Prepare a big sign “Reward board” and hang it always in the same part of the board. When you notice a student working well write their name there. You might add the same student’s name a few times during one lesson. Later when you need a student for a special task just pick one name from that list.
Homework checking
Checking homework is time consuming no matter if you read at home 25 essays or just have a quick look at students’ workbooks during the lesson. Nevertheless, I believe in assigning homework and even more in checking it.
* If I give homework it must be done. If they forget to do it they should show it to me during the next lesson. Simple? But not in practice. How to remember who hasn’t done it previously? Write notes and then lose them? To avoid problems with homework checking try this: Each student has their own name written on the popsicle stick (a different set than for choosing students, can be marked with a different colour) and there are three plastic cups labelled: Homework, I’ve done homework and I haven’t done homework. At the beginning all the names are in the “homework” cup, then students at the beginning of the lesson place their popsicle stick in the proper cup depending whether or not they have done their homework. Those who are absent are left in the “homework” cup. Start the next lesson with the outstanding homework and then proceed with the new homework checking. If someone hasn’t done the same homework twice write a short note for parents or information in their notebooks “Please do your homework!”.
* Squeezing between the desks to have a look at the workbooks is complicated and you lose eye contact with the whole class. Sit at the teacher’s desk and ask students to come to you, stand in a line and wait with their notebooks or workbooks. Call them row by row as it eliminates long queues. Plan what the rest should do at that time. They might open the book and read or look at a picture story, they might revise words in pairs by naming pictures which hang on the board, they might listen to a story or a song from the previous lesson.
Secret worker, secret walker, secret singer
To make sure everyone cares and does their best I choose a secret worker – one person for a week. I never tell my class who it is. I only say I will observe this student all the time and if s/he works well s/he will get a ‘certificate of secret worker’ at the end of the week. You can find great ready-made certificates such as award ribbons at http://www.123certificates.com/ or www.senteacher.org/wk/certificates.php.
I also use other secret helpers such as ‘secret singer’ – when we sing a song I pick one person and observe him/ her singing. I am also responsible for taking my students downstairs after the end of lessons. It’s extremely hard for me to manage them walking in pairs, quietly without jumping or pushing. So every time I do that I say that I choose a secret walker and will watch that person going downstairs. They never know who it is so they all try to walk slowly and quietly. At the end I reveal the secret walker who scores a plus for his/her team if s/he walked calmly.
Rewards
* Place an empty jar in a visible place in the classroom and have a bag full of glass marbles ready. When you see your students work hard place a marble in the jar. A full jar means a special prize for the whole class. My third graders are collecting marbles and when their jar is full we will make a film or a photo story with Lego bricks. They just can’t wait to do it!
* Instead of marbles you may fill up the jar with sweets. When it’s full you can eat them all together.
* At the beginning of the week write the word SURPRISE on the board if you see kids misbehave during the class, walk to the board and without a word erase the first letter. If their behaviour improves add the letter again. If the class has the whole word at the end of the week they get a surprise at the first lesson in the new week, for example we play a game. Similarly, write the letter B on the board and when they work well or are quiet add letters to make BRAVO. If they get the whole word on one lesson or in one week they can choose a game to play.
* Hang a one-meter long piece of string in the class. On one side of the string attach a picture of a hedgehog with a clothes peg. On the other side attach a blown-up red balloon and a picture of an apple. Inside the balloon place a surprise – a piece of paper with the class favourite activity. Lesson after lesson, if the students behave and work well, the hedgehog moves closer to the apple. When it finally reaches it, pop the balloon to see what prize is waiting for us.
* To appreciate students’ efforts to speak English during the lesson, prepare a picture of an apple tree full of apples. If you notice a student trying to ask you or a friend about something in English write their name on one of the apples. The moment the tree is full of apples with names organise an English party in the class with cake and quizzes. Don’t forget to praise the children whose names appear most often on the tree. You might even send a note to the parents appreciating their child’s efforts.
* If you notice a praiseworthy behaviour, write that student’s name on a small piece of paper and place it a box. At the end of the week pick one slip of paper from that box. The name of the chosen student will hang on the special place of board for the whole week.
Classroom management doesn’t have to be boring, it might be entertaining, motivating and enjoyable. But it requires time so be prepared that you won’t change everything in one lesson. You won’t also be able to improve your students’ behaviour if you fail to be consistent. However, if you devote some of your time, energy and patience to establishing routines miracles will happen!
Read more at http://promo.oupe.es/oxfordprimarymagazine/2012/05/01/the-power-of-routine-part-2-classroom-management-tricks-that-work-with-young-learners/
http://www.languagecorpsasia.com
Showing posts with label Behaviour. Show all posts
Showing posts with label Behaviour. Show all posts
Saturday, July 14, 2012
Friday, July 13, 2012
The Power of Routine PART 1- Classroom Management Tricks that Work with Young Learners
The Power of Routine PART 1: Classroom Management Tricks that Work with Young Learners.
Have you ever thought about an ideal class of young learners? Let’s get carried away and imagine what it could be like…
* Students try to speak English during the lesson
* Their desks are clean and neatly organised
* They never get distracted by the surrounding objects or people: they don’t play with toys or stationeries, they don’t talk to their friends
* They pay attention and listen to instructions
* There are no fights or tears when you choose one person to answer the question
* They work quietly
* They remember to go to the toilet before the lesson starts
* They always do their homework and never forget to bring their books
* They are motivated and willing to participate
Teachers working with kindergarten or primary children often express their feeling of dissatisfaction. Although they are well-prepared and full of ideas their lessons fall into pieces. Why? Maybe because teaching children means facing a reality where they tend to behave just the opposite to the list presented above. Unsurprisingly, successful lessons with young learners require getting them into classroom routines first. Only then can you follow with “Hello, what’s your name?” So spend as much time as you need to drill the behaviour patterns to make the dream of an ideal class come true (or almost true).
The first steps of classroom management
Effective classroom management takes time and requires consistence. It’s a process which needs to be well-planned to bring expected, or nearly expected, results. So before you rush into the classroom with your new vision sit down, have a cup of tea/coffee, analyse, reflect and draw conclusions.
1. Think what bothers you – it might be the noise level, the lack of attention, uncooperative behaviour.
2. Picture in your mind what change in behaviour you expect. Visualise in detail how the class should behave or what your lesson and the classroom should look like.
3. Choose one of the methods and decide how to use it in your classroom. Buy necessary gadgets, prepare posters or pictures. Make it work like a system: think of the consequences for breaking the rules and rewards for following them.
4. Explain the rules in the class: make it clear what you expect, show what it means if you stick to or disregard the new rules. Then drill them, rehearse them, play with them.
5. Apply the new routines daily, with every minute of your lesson. Be prepared to sacrifice a lot of your valuable teaching time at first. Gradually you will notice the benefits they bring and how automatic they have become.
Classroom management with young learner can and even should be creative, colourful and interesting. The best way to motivate children to change their behaviour is to treat the routine as another fun activity. These are a few ideas how to deal with the most common classroom management problems.
Train Carriages Race
The easiest way to start fresh with classroom routines is to introduce a comprehensive system. A system which has clear rules, explains rewards and consequences and leaves no room for exceptions. It will help you to solve or minimalise all the problems at the same time.
Step one: before the lesson
Prepare a list of labelled laminated images representing the key issues in the classroom, for example:
1. quite
2. clean desk
3. listen to teacher
4. work hard
5. change places / tasks quickly
6. homework
7. helpful and friendly
Step two: during the first lesson
Divide the class into three – four teams according to the rows they sit in. Assign a colour for each team and give them a train carriage in their colour. You can use colouring pages from the Internet such as http://www.coloring-pages-book-for-kids-boys.com/train-coloring-sheet.html. Then ask students to cut it out and write their names on the carriage.
Step three: during every lesson
At the beginning of every lesson attach these laminated pictures to the board. Prepare chalk/markers in the colours representing each team. Whenever you see they work nicely put a plus in their colour next to appropriate picture. Make sure you give points for keeping desks clean, sitting on the carpet without elbowing and quarrels who will sit next to the teacher. If, on the other hand, you spot they are rowdy or break the rules don’t say anything, just walk towards the board with the chalk and wait a second or two. If it doesn’t help add minuses.
Step four: at the end of each lesson
Finish the lesson two minutes earlier and spend this time summing up their behaviour. Count up all the pluses and minuses. And then rearrange the train carriages on the classroom display. The team with most pluses is the first followed by carriages with fewer pluses.
Step five: benefits
The system will only work well if it is tempting enough. That is why I use an extended version. If a team gets five pluses during one lesson I make a decorative hole (with a special punch) in their train carriage. Even if they later lose their first position the special hole is there forever and anyone visiting the classroom can see how they work during the lessons. When the team has two holes on their carriage I write a short note of praise for parents. Collecting five holes means that the whole team can choose a fun activity for the last 15 minutes of the lesson.
Keeping desks clean
Keeping a clean desk in a primary school is a serious issue as children spend half of their day in the same classroom. So when an English lesson starts at quarter to twelve you can’t believe your eyes: open fold out pencil cases with all the precious things lying around in a nice disarrangement, half eaten sandwiches, bottles of juice, projects, pictures, enormous soft toys, collections of Pet Shop toys or Lego Star Wars bricks, books on all subjects. And English books are still in the school bag! The problem is not so much in having all those things on the desk but in children being constantly engaged in touching, playing with or showing them to friends. Start waging a war against cluttered desks and in a split second you will be pleasantly surprised that a few tricks may work like magic.
* The train system is a constant reminder to keep everything clean and organised. Check the desks a few times during the lesson and give pluses or minuses.
* Start a lesson with a clean-up song. It’s best to have something energetic and catchy. A good choice is Indiana Jones theme or 2010 FIFA World Cup anthem “Wavin flag” by K’naan. Play the song and it will be the signal to get organised, take out their English books, put unnecessary things away, place everything in one corner of the desk and close the pencil cases (in the first or second grade I strongly oppose to keeping pencil cases open because they are the temptation children can’t resist!).
* A clean desk fairy might unexpectedly pay a visit and reward the neatly organised desks with a sweet or her own picture (find suitable stickers or images on the Internet) which children stick at the end of their English notebook.
* Sometimes these are not the desks that are the problem but the general mess: school bags in the middle of the class, pieces of paper or tissues on the floor. Think of a place in the classroom which looks messy or disorganised, for example an apple core lying on the floor by the bin. Play the song and say “There is a “mystery spot” which needs to be clean again”. Children start cleaning and whoever finds the mystery spot gets a plus/point for his/her team.
Attention getters
I used to believe my voice is strong enough to make the whole class quiet. During the first lesson I realised that the more I raised my voice the louder they were. Actually it’s not the power of voice that counts (though it is helpful) but the routines which get their attention and make them concentrate.
Use a variety of objects which instantly make everyone quiet such as whistles, wooden castanets, bells, tambourines, rattles, maracas. Most of these can be bought at school supply stores or music shops and are relatively cheap. They are easily heard and you may create the whole system, for example one bell ring means look at me, listen and don’t move, two bell rings: close your books and organise your desks, three bell rings: sit on the carpet.
You may also use chants which are extremely useful and effective as they keep the kids engaged.
Teacher: Hands on top (children raise their hands and put them on their heads)Students: Everybody stopThis chant works like magic because putting hands up means that you can’t hold crayons, pens, pencils, toys etc at the same time.T: If you’re listening clap your handsSs: (clap their hands)T: If you’re listening touch your nose Ss (touch your nose)It’s not a chant but it works in the same stimulus – response way. You can clearly see when children join in with the actions. You can add more actions or repeat the previous ones until you are absolutely sure you have everyone’s attention. That activity works really well as children feel a natural desire to join in when something is happening.T: One, two, three eyes one meSs: One, two eyes on you
T: One, two
Ss: Eyes on you
T: Three, four
Ss: Talk no more
T: Ready to rock
Ss: Ready to roll
T: Hocus Pocus, everybody
Ss: Focus
T: Macaroni and Cheese, everybody
Ss: Freeze
You might try a technique introduced by Harry K. Wong called “Give me Five” where each finger represents a desired type of behaviour starting with the pinky: eyes on speaker, mouth quiet, body still, hands free, listen. Prepare a poster with a hand and pictures illustrating what type of behaviour each finger represents and hang in the classroom. Students might also trace the shape of their hands and decorate the fingers with pictures symbolising each rule. When you want to get students’ attention say Give me Five and go finger by finger saying One – eyes on speaker and so on. After every finger, make a short pause and check if students actually perform the action. When children are more familiar with the technique it’s enough to say Give me five 1, 2, 3, 4, 5 making sure they behave properly.
Read more at http://promo.oupe.es/oxfordprimarymagazine/2012/03/30/the-power-of-routine-part-1-classroom-management-tricks-that-work-with-young-learners/
http://www.languagecorpsasia.com
Have you ever thought about an ideal class of young learners? Let’s get carried away and imagine what it could be like…
* Students try to speak English during the lesson
* Their desks are clean and neatly organised
* They never get distracted by the surrounding objects or people: they don’t play with toys or stationeries, they don’t talk to their friends
* They pay attention and listen to instructions
* There are no fights or tears when you choose one person to answer the question
* They work quietly
* They remember to go to the toilet before the lesson starts
* They always do their homework and never forget to bring their books
* They are motivated and willing to participate
Teachers working with kindergarten or primary children often express their feeling of dissatisfaction. Although they are well-prepared and full of ideas their lessons fall into pieces. Why? Maybe because teaching children means facing a reality where they tend to behave just the opposite to the list presented above. Unsurprisingly, successful lessons with young learners require getting them into classroom routines first. Only then can you follow with “Hello, what’s your name?” So spend as much time as you need to drill the behaviour patterns to make the dream of an ideal class come true (or almost true).
The first steps of classroom management
Effective classroom management takes time and requires consistence. It’s a process which needs to be well-planned to bring expected, or nearly expected, results. So before you rush into the classroom with your new vision sit down, have a cup of tea/coffee, analyse, reflect and draw conclusions.
1. Think what bothers you – it might be the noise level, the lack of attention, uncooperative behaviour.
2. Picture in your mind what change in behaviour you expect. Visualise in detail how the class should behave or what your lesson and the classroom should look like.
3. Choose one of the methods and decide how to use it in your classroom. Buy necessary gadgets, prepare posters or pictures. Make it work like a system: think of the consequences for breaking the rules and rewards for following them.
4. Explain the rules in the class: make it clear what you expect, show what it means if you stick to or disregard the new rules. Then drill them, rehearse them, play with them.
5. Apply the new routines daily, with every minute of your lesson. Be prepared to sacrifice a lot of your valuable teaching time at first. Gradually you will notice the benefits they bring and how automatic they have become.
Classroom management with young learner can and even should be creative, colourful and interesting. The best way to motivate children to change their behaviour is to treat the routine as another fun activity. These are a few ideas how to deal with the most common classroom management problems.
Train Carriages Race
The easiest way to start fresh with classroom routines is to introduce a comprehensive system. A system which has clear rules, explains rewards and consequences and leaves no room for exceptions. It will help you to solve or minimalise all the problems at the same time.
Step one: before the lesson
Prepare a list of labelled laminated images representing the key issues in the classroom, for example:
1. quite
2. clean desk
3. listen to teacher
4. work hard
5. change places / tasks quickly
6. homework
7. helpful and friendly
Step two: during the first lesson
Divide the class into three – four teams according to the rows they sit in. Assign a colour for each team and give them a train carriage in their colour. You can use colouring pages from the Internet such as http://www.coloring-pages-book-for-kids-boys.com/train-coloring-sheet.html. Then ask students to cut it out and write their names on the carriage.
Step three: during every lesson
At the beginning of every lesson attach these laminated pictures to the board. Prepare chalk/markers in the colours representing each team. Whenever you see they work nicely put a plus in their colour next to appropriate picture. Make sure you give points for keeping desks clean, sitting on the carpet without elbowing and quarrels who will sit next to the teacher. If, on the other hand, you spot they are rowdy or break the rules don’t say anything, just walk towards the board with the chalk and wait a second or two. If it doesn’t help add minuses.
Step four: at the end of each lesson
Finish the lesson two minutes earlier and spend this time summing up their behaviour. Count up all the pluses and minuses. And then rearrange the train carriages on the classroom display. The team with most pluses is the first followed by carriages with fewer pluses.
Step five: benefits
The system will only work well if it is tempting enough. That is why I use an extended version. If a team gets five pluses during one lesson I make a decorative hole (with a special punch) in their train carriage. Even if they later lose their first position the special hole is there forever and anyone visiting the classroom can see how they work during the lessons. When the team has two holes on their carriage I write a short note of praise for parents. Collecting five holes means that the whole team can choose a fun activity for the last 15 minutes of the lesson.
Keeping desks clean
Keeping a clean desk in a primary school is a serious issue as children spend half of their day in the same classroom. So when an English lesson starts at quarter to twelve you can’t believe your eyes: open fold out pencil cases with all the precious things lying around in a nice disarrangement, half eaten sandwiches, bottles of juice, projects, pictures, enormous soft toys, collections of Pet Shop toys or Lego Star Wars bricks, books on all subjects. And English books are still in the school bag! The problem is not so much in having all those things on the desk but in children being constantly engaged in touching, playing with or showing them to friends. Start waging a war against cluttered desks and in a split second you will be pleasantly surprised that a few tricks may work like magic.
* The train system is a constant reminder to keep everything clean and organised. Check the desks a few times during the lesson and give pluses or minuses.
* Start a lesson with a clean-up song. It’s best to have something energetic and catchy. A good choice is Indiana Jones theme or 2010 FIFA World Cup anthem “Wavin flag” by K’naan. Play the song and it will be the signal to get organised, take out their English books, put unnecessary things away, place everything in one corner of the desk and close the pencil cases (in the first or second grade I strongly oppose to keeping pencil cases open because they are the temptation children can’t resist!).
* A clean desk fairy might unexpectedly pay a visit and reward the neatly organised desks with a sweet or her own picture (find suitable stickers or images on the Internet) which children stick at the end of their English notebook.
* Sometimes these are not the desks that are the problem but the general mess: school bags in the middle of the class, pieces of paper or tissues on the floor. Think of a place in the classroom which looks messy or disorganised, for example an apple core lying on the floor by the bin. Play the song and say “There is a “mystery spot” which needs to be clean again”. Children start cleaning and whoever finds the mystery spot gets a plus/point for his/her team.
Attention getters
I used to believe my voice is strong enough to make the whole class quiet. During the first lesson I realised that the more I raised my voice the louder they were. Actually it’s not the power of voice that counts (though it is helpful) but the routines which get their attention and make them concentrate.
Use a variety of objects which instantly make everyone quiet such as whistles, wooden castanets, bells, tambourines, rattles, maracas. Most of these can be bought at school supply stores or music shops and are relatively cheap. They are easily heard and you may create the whole system, for example one bell ring means look at me, listen and don’t move, two bell rings: close your books and organise your desks, three bell rings: sit on the carpet.
You may also use chants which are extremely useful and effective as they keep the kids engaged.
Teacher: Hands on top (children raise their hands and put them on their heads)Students: Everybody stopThis chant works like magic because putting hands up means that you can’t hold crayons, pens, pencils, toys etc at the same time.T: If you’re listening clap your handsSs: (clap their hands)T: If you’re listening touch your nose Ss (touch your nose)It’s not a chant but it works in the same stimulus – response way. You can clearly see when children join in with the actions. You can add more actions or repeat the previous ones until you are absolutely sure you have everyone’s attention. That activity works really well as children feel a natural desire to join in when something is happening.T: One, two, three eyes one meSs: One, two eyes on you
T: One, two
Ss: Eyes on you
T: Three, four
Ss: Talk no more
T: Ready to rock
Ss: Ready to roll
T: Hocus Pocus, everybody
Ss: Focus
T: Macaroni and Cheese, everybody
Ss: Freeze
You might try a technique introduced by Harry K. Wong called “Give me Five” where each finger represents a desired type of behaviour starting with the pinky: eyes on speaker, mouth quiet, body still, hands free, listen. Prepare a poster with a hand and pictures illustrating what type of behaviour each finger represents and hang in the classroom. Students might also trace the shape of their hands and decorate the fingers with pictures symbolising each rule. When you want to get students’ attention say Give me Five and go finger by finger saying One – eyes on speaker and so on. After every finger, make a short pause and check if students actually perform the action. When children are more familiar with the technique it’s enough to say Give me five 1, 2, 3, 4, 5 making sure they behave properly.
Read more at http://promo.oupe.es/oxfordprimarymagazine/2012/03/30/the-power-of-routine-part-1-classroom-management-tricks-that-work-with-young-learners/
http://www.languagecorpsasia.com
Saturday, November 5, 2011
Zero Tolerance Behaviour Policy
Zero tolerance behaviour policy for pupils AND teachers should be adopted by all schools, says government expert.
Schools are being encouraged to impose strict discipline on pupils and teachers alike, it was announced today.
A Government adviser says schools should use a ‘checklist’ system to ensure that they run smoothly.
The new guidelines could see teachers displaying school rules, as well as using rewards and punishments for good and bad behaviour in class, and telling parents if their child has been naughty.
Discipline: A Government adviser has recommended imposing new standards
Discipline: A Government adviser has recommended imposing new standards
They would also ensure that staff would be disciplined if they failed to live up to the standards they demand of their pupils.
Read more at http://educationviews.org/2011/10/19/zero-tolerance-behaviour-policy-for-pupils-and-teachers-should-be-adopted-by-all-schools-says-government-expert/
http://www.languagecorpsasia.com
Schools are being encouraged to impose strict discipline on pupils and teachers alike, it was announced today.
A Government adviser says schools should use a ‘checklist’ system to ensure that they run smoothly.
The new guidelines could see teachers displaying school rules, as well as using rewards and punishments for good and bad behaviour in class, and telling parents if their child has been naughty.
Discipline: A Government adviser has recommended imposing new standards
Discipline: A Government adviser has recommended imposing new standards
They would also ensure that staff would be disciplined if they failed to live up to the standards they demand of their pupils.
Read more at http://educationviews.org/2011/10/19/zero-tolerance-behaviour-policy-for-pupils-and-teachers-should-be-adopted-by-all-schools-says-government-expert/
http://www.languagecorpsasia.com
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