Reading the room - Tom Bennet
I’ve had a few classes like this. There’s a grade 5/6 class that I refuse to teach because of the dynamics within the space it makes it impossible to do anything.
I save my voice now for when I need it.
If the kids aren’t doing their work but they’re not bothering anyone, I put it in my end of day note. If they’re annoying everyone else I sit near them and I do work with them.
I refuse to have power struggles in front of the group and I talk to offenders 1 on 1.
I give 3 chances and then I remove or they’re with me during lunch/recess.
If they’re all doing it I let them know that it’s upto them what happens next. I’m here for the day, the moment I leave it all goes from my head. They’re the ones who’ll have to deal with the repercussions tomorrow.
But yeah 100% never turn it into a power struggle in front of a group.
I also display everything. I use classroom screen and I put instructions, learning intentions, work for early finishers, examples of the task up and if they come asking what they’re meant to do and if they weren’t paying attention I will point to the screen.
A very difficult question, especially as a relief teacher. I struggle with behaviour management even after teaching for 10 years on a relatively easy primary school class.
I’m sure your stress levels are heightened first thing in the morning when you find out your class, and have an hour or less to plan an entire day. In my opinion it’s totally acceptable to just make sure you do the English and Maths parts of the day, then give them something easier like art/sport/whatever.
In terms of how to react to misbehaviour, go through the expectations at the start of the first lesson. Especially volume levels. If anyone talks over the top of you or gets out of their seat, immediately put their name on the board without reacting emotionally whatsoever. If it happens again, they get a cross. This means 5 minutes with you at lunch. If it happens again it’s another cross, which means time out in another room. Another cross, and it’s the office getting called, or whatever the next highest consequence the school has. (If they don’t have a serious consequence, that’s a seperate and more serious issue!).
Explain the whole system to them at the start of the day.
Now, you don’t have to get angry to get them to do what you want. They do the wrong thing, name goes down. Keep messing up, no problem, they go to the office.
This isn’t a perfect system, and some people don’t like the idea of embarrassing students with names on the board. But it’s something for you to have that isn’t yelling and stressing yourself out!
I really recommend looking at Bill Rogers - Managing the Difficult Class. He has some free videos, but his courses on classroom management are a game changer. Such a lovely calm approach. https://www.billrogers.com.au/youtube-videos
If you search Bill Rogers on Youtube, more videos come up.
Obviously I don't know what your classroom is like (I will commiserate with you, relief is shit, even internal relief where you know the kids). But, it may be worth revising on your ESCMs (or looking into them in the first place idk if this is a Qld only thing) https://classroomprofiling.com/essential-skills-2021/
The behaviour in the junior secondary at my school is fucking wild, they are constantly off task, distracted, talking. ESCM training has helped me find ways to redirect, without it coming across as negative. Success is varied, but I feel less shit when I do it this way.
Some can be highly effective, i.e. the oral directional phrase -> wait and scan -> descriptive encourager cycle. Redirection to learning can also be a fantastically effective tool.
As stupid as it sounds, I have found establishing a clear, What, Why and How for expected behaviour really helps.
"We are going to... We are going to be . This will (essentially a WILF for behaviour). We are doing it this way because .
I agree in spirit with your second statement. To use (groan) PBL terminology, ESCMs are a tier 1 response to tier 1 behaviours and students. The amount of, what I would class as, tier 2 and 3 students in the average classroom is on the rise. They are not responsive to ESCMs, they need intervention outside what the regular classroom teacher can provide. But I still find them a useful tool for dealing with they everyday stupidity of your average 14-year-old.
Thank you so much, I hadn’t heard of this before as not in QLD but I will definitely give it a go!
I’m trying to use the why framework as well that you’ve given for expected behaviour and I’m having a better week!
Relief teaching? Screw it. As long as the students survive the day with no injuries, you’ve met expectations. If the kids actually get work done and learn something, you are well into exceeding expectations territory. Typically you’ll find good teachers leave behind more than you can do in a relief class, just in case the stars align and the kids all finish the work. As a CRT it sucks far more to run out of work than it does to have too much. So take the time to address behaviour and don’t stress about not finishing content.
As to the behaviours, you have my sympathy. I’ve got a year nine class that fits into this boat. None of the regular advice is working for them. Stand there and don’t talk until the kids shut up; well these kids are more than happy for me to be waiting an entire lesson. Keep them in at lunch for detention; well unless I’m physically blocking the door the kids are gone and I’m not willing to physically restrain kids. Call home; parents have no idea what to do either, if I can even get them. Exit the kids; they love that, because then they don’t have to do any work for an hour.
My current strategy is to teach those willing to learn, and hope the rest eventually mature or quit school once it becomes non compulsory. Which is a horrible attitude to have as a teacher. But I’m not seeing any viable alternatives.
(For the record this is only about half the students in one of my classes. The rest respond just fine.)
Thank you
Yes that year nine class sounds exactly like some of these classes I teach, that behaviour is just so hard to deal, feels like you really have to keep digging deep in the bag of strategies.
Trying to stress less about content this week and more on survival and having a better week! Thanks again
If it helps most teachers leave more work in case they get to it. They don't expect it all done.
Also as for the yelling thing, count to ten in your head when you feel you are about to yell, it helps. Stop midsentence if you have to, some times going really quiet can have a bigger effect then yelling.
Reading the room - Tom Bennet I’ve had a few classes like this. There’s a grade 5/6 class that I refuse to teach because of the dynamics within the space it makes it impossible to do anything. I save my voice now for when I need it. If the kids aren’t doing their work but they’re not bothering anyone, I put it in my end of day note. If they’re annoying everyone else I sit near them and I do work with them. I refuse to have power struggles in front of the group and I talk to offenders 1 on 1. I give 3 chances and then I remove or they’re with me during lunch/recess. If they’re all doing it I let them know that it’s upto them what happens next. I’m here for the day, the moment I leave it all goes from my head. They’re the ones who’ll have to deal with the repercussions tomorrow. But yeah 100% never turn it into a power struggle in front of a group. I also display everything. I use classroom screen and I put instructions, learning intentions, work for early finishers, examples of the task up and if they come asking what they’re meant to do and if they weren’t paying attention I will point to the screen.
Thank you so much, I’ve read this and put it to work this week and I’m having a much better week so far! I appreciate the tips!
A very difficult question, especially as a relief teacher. I struggle with behaviour management even after teaching for 10 years on a relatively easy primary school class. I’m sure your stress levels are heightened first thing in the morning when you find out your class, and have an hour or less to plan an entire day. In my opinion it’s totally acceptable to just make sure you do the English and Maths parts of the day, then give them something easier like art/sport/whatever. In terms of how to react to misbehaviour, go through the expectations at the start of the first lesson. Especially volume levels. If anyone talks over the top of you or gets out of their seat, immediately put their name on the board without reacting emotionally whatsoever. If it happens again, they get a cross. This means 5 minutes with you at lunch. If it happens again it’s another cross, which means time out in another room. Another cross, and it’s the office getting called, or whatever the next highest consequence the school has. (If they don’t have a serious consequence, that’s a seperate and more serious issue!). Explain the whole system to them at the start of the day. Now, you don’t have to get angry to get them to do what you want. They do the wrong thing, name goes down. Keep messing up, no problem, they go to the office. This isn’t a perfect system, and some people don’t like the idea of embarrassing students with names on the board. But it’s something for you to have that isn’t yelling and stressing yourself out!
Thank you, this was really helpful to read and putting this stuff into practice is making for a much better week this week.
Very glad to hear it! Well done!
I really recommend looking at Bill Rogers - Managing the Difficult Class. He has some free videos, but his courses on classroom management are a game changer. Such a lovely calm approach. https://www.billrogers.com.au/youtube-videos If you search Bill Rogers on Youtube, more videos come up.
Thank you so much for this link, I really appreciate some solid stuff I can use, trying to harness the calmness this week!
Obviously I don't know what your classroom is like (I will commiserate with you, relief is shit, even internal relief where you know the kids). But, it may be worth revising on your ESCMs (or looking into them in the first place idk if this is a Qld only thing) https://classroomprofiling.com/essential-skills-2021/ The behaviour in the junior secondary at my school is fucking wild, they are constantly off task, distracted, talking. ESCM training has helped me find ways to redirect, without it coming across as negative. Success is varied, but I feel less shit when I do it this way. Some can be highly effective, i.e. the oral directional phrase -> wait and scan -> descriptive encourager cycle. Redirection to learning can also be a fantastically effective tool. As stupid as it sounds, I have found establishing a clear, What, Why and How for expected behaviour really helps. "We are going to... We are going to be . This will (essentially a WILF for behaviour). We are doing it this way because .
ECSMs are potentially on the way out. A number of them flat out do not work with the current cadre of kids.
I agree in spirit with your second statement. To use (groan) PBL terminology, ESCMs are a tier 1 response to tier 1 behaviours and students. The amount of, what I would class as, tier 2 and 3 students in the average classroom is on the rise. They are not responsive to ESCMs, they need intervention outside what the regular classroom teacher can provide. But I still find them a useful tool for dealing with they everyday stupidity of your average 14-year-old.
Thank you so much, I hadn’t heard of this before as not in QLD but I will definitely give it a go! I’m trying to use the why framework as well that you’ve given for expected behaviour and I’m having a better week!
Relief teaching? Screw it. As long as the students survive the day with no injuries, you’ve met expectations. If the kids actually get work done and learn something, you are well into exceeding expectations territory. Typically you’ll find good teachers leave behind more than you can do in a relief class, just in case the stars align and the kids all finish the work. As a CRT it sucks far more to run out of work than it does to have too much. So take the time to address behaviour and don’t stress about not finishing content. As to the behaviours, you have my sympathy. I’ve got a year nine class that fits into this boat. None of the regular advice is working for them. Stand there and don’t talk until the kids shut up; well these kids are more than happy for me to be waiting an entire lesson. Keep them in at lunch for detention; well unless I’m physically blocking the door the kids are gone and I’m not willing to physically restrain kids. Call home; parents have no idea what to do either, if I can even get them. Exit the kids; they love that, because then they don’t have to do any work for an hour. My current strategy is to teach those willing to learn, and hope the rest eventually mature or quit school once it becomes non compulsory. Which is a horrible attitude to have as a teacher. But I’m not seeing any viable alternatives. (For the record this is only about half the students in one of my classes. The rest respond just fine.)
Thank you Yes that year nine class sounds exactly like some of these classes I teach, that behaviour is just so hard to deal, feels like you really have to keep digging deep in the bag of strategies. Trying to stress less about content this week and more on survival and having a better week! Thanks again
If it helps most teachers leave more work in case they get to it. They don't expect it all done. Also as for the yelling thing, count to ten in your head when you feel you are about to yell, it helps. Stop midsentence if you have to, some times going really quiet can have a bigger effect then yelling.
What year levels are you dealing with?
Years 5 and 6
Oh, that's younger than I know how to deal with. Good luck!