This series of workshops combines valuable research with sound practical techniques that are designed to increase the probability of minimising misbehaviours in the classroom.
Any overview of the history of behaviour management in classrooms would trace a range of approaches, often negative, from corporal punishment and dunce caps, to the work of the behavioural theorists of the twentieth century. It is now recognised that behaviour management skills in themselves are a necessary but not sufficient condition for creating an effective learning environment. These skills are one element in a skilled teacher’s repertoire of practice.
Research has consistently demonstrated the importance of teachers and the quality of their teaching in the lives of children. For many young people, school may be the only stable and predictable environment they regularly experience.
The focus of these workshops is on what Peter Smilanich and Barrie Bennett call “Invisible Discipline: What the teacher says or does to prevent misbehaviour from occurring. When misbehaviour does occur the teacher’s response should be of the same or shorter duration than the disruption. After the intervention the classroom atmosphere remains positive or neutral.”
We will focus on matching the continuum of misbehaviour, with a continuum of classroom management techniques including:
- Low Key techniques
- Squaring off and logical choice
- Informal contracts
- Diffusing power struggles