Teachers who adopt a positive approach to behaviour are more likely to have improved wellbeing through increased job satisfaction since they are not looking for a quick fix, but recognise that like all learning, we need long term solutions that take the needs of the student into account.
Planning does not just mean preparing your lesson content, but giving thought to how you want your students to behave before, during and after the lesson. Here are 5 simple yet highly powerful ways to create positive behaviour change with your students.
Discipline must come through liberty. . . . We do not consider an individual disciplined only when he has been rendered as artificially silent as a mute and as immovable as a paralytic. He is an individual annihilated, not disciplined.
One of the key takeaways from the Teacher Wellbeing Workshop in 2017 to reduce workload, was prioritising tasks to use your time and energy more effectively. Deciding what tasks you need to do and what can be left undone can be very freeing. As can realising that you can say no: no to students, to colleagues, to parents, and (even!) no to your boss. Teachers are notorious for saying yes to far too many projects and then burning out. It’s a downward spiral.
Here is an outstanding list of Behaviour Management Resources for Teachers.
Your guide to solving behaviour problems in the classroom A Year 5 boy is in trouble again. He continually refuses to do his work, he wanders around the room annoying other students by touching their work and talking about random topics, he talks to the teacher in a disrespectful tone and uses some low level swearing in class. When the teacher approaches him, he moves away and threatens to leave the room.
The end of the year is fast approaching and if you are like any other teacher ever, you will be checking up on how much content you have taught this year, how much you didn’t get done and frantically trying to assess students for their learning so that you can write an accurate report for the end of the year.
While we cannot eliminate all change from a student’s school day, we can put some strategies in place that help students to cope and hopefully prevent difficult behaviour or meltdowns that may result from their anxiety.
Student voice and choice. Creating a classroom environment where students and teacher really listen to one another in an atmosphere of acceptance and understanding may be considered idealistic. But what are teachers if not idealists? If students feel accepted and free to express themselves they are more likely to take risks with their learning. They will feel ok to say, “I don’t understand” or “I don’t get it” and to ask for help. To develop a non-threatening classroom climate takes time, effort and effective, consistent practices.
Some teachers will say that it is not their job to teach students how to behave, or how to regulate their emotions, or how to make friends or what to do when they feel angry. However, if you don’t teach them these important social skills at school, how will they learn?
When a student displays challenging behaviour, teachers usually look for the antecedent or trigger. Simply put, the trigger is whatever happened immediately prior to the problem behaviour and seems to contribute to the behaviour.
With a focus on how the school principal and executive can lead their staff in the area of wellbeing by being role models and positive examples, the five ways to wellbeing fit beautifully into school life especially as part of building a positive school culture that supports staff health and wellness.
While you may already give a lot of thought to increasing academic results by improving your instruction, providing better resources and designing better units of work, have you given any thought to the social and emotional development of your students? Here are 3 steps outline how you can improve academic results through a social and emotional curriculum
Is resilience the key to student success? How to promote resilience in our students is a hot topic in education and health at the moment and for a good reason. Resilience is the ability to cope with negative life events and challenges. It has been described as the capacity to 'bounce back' from difficult situations and persist in the face of adversity. Developing resilience in young people is considered by many as the antidote to the epidemic of mental ill-health across our society today. The rate of students with anxiety and depression is of growing concern (Sawyer et al, 2000; Mission Australia, 2009) and schools are uniquely placed to contribute to healthy student attitudes and self-awareness.
It is not necessary for your students to like you, but it is very important that they think you like them! Relationships are the cornerstone of your work as a teacher; kids will work harder for you when they know you care about them. The Top Ten Mistakes Teachers Make with Student-Teacher Relationships....
If you didn’t get the chance to attend the Positive Schools Conference in 2017 here are some quick takeaways. Common themes were the importance of school connectedness, positive relationships and student and staff wellbeing.
Schools often struggle with how to teach students to be accountable for their actions and to take responsibility when they have acted inappropriately. Howard Zehr, the restorative justice pioneer, coined the three “restorative questions” that guide restorative practices.
For teachers and schools to be able to do the best job possible with students, partnering with parents and caregivers is ideal. You are the parents, the first educators of their children. As such, you often hold the key to many issues that may arise for your child at school. In addition, when you and your child’s school are singing from the same hymn book, your child will achieve greater results socially, emotionally and academically. Here are 5 ways you can help your child be more successful at school:
If I told you there was a research-based, well proven strategy that was low cost, took little time and energy to implement that would greatly improve student concentration, focus and achievement, would you do it? The answer seems pretty obvious, yet the approach may be controversial and challenge your long held beliefs and attitudes.
How many times have you taken that tub of books or assignments from the classroom to the car, into the house, back to the car, back to the classroom and still not completed the marking? In your search for a balance between home and work, improved marking strategies could give you more flexibility and time… time that could be better spent doing other things!