Classroom Basics 101 – the rules, non- verbals, verbals and youVicki BrewerSeptember 2011

New Scheme Teachers’ Professional Learning 2011

It’s semester 2 of your first year in teaching. Have you lost your Queen?

WHO SAID THIS?

“Every move you make… every step you take, I’ll be watching you…”

Who is watching who at the moment?

1a The rules for you, by semester 2(This is what you can control!)

Know the students like you know your family Have an ordered, neat , interesting, colourful room Always arrive on time – maybe before time if possible Catch them doing good work. But don’t fake this Always start each lesson positively and speak to students

respectfully – I mean it! Have good posture, hold your head high and sound like you KNOW Be ordered and work harder than you have ever worked Mark like a maniac – and find as much positive feedback as

possible Never yell, use sarcasm, scoff, “lose it” Have lessons really well planned with interesting resources Expect good things, model good behaviour and good organisation Don’t be too hard on yourself

1b The rules for students

What are your rules? How did you develop them ? Discussion

Golden rule: Establish the rules and make them visual. Be clear and unequivocal. What matters?

Positive, specific, brief AND USE THEM TO GUIDE STUDENT BEHAVIOUR

GET A DISCIPLINE PLAN

This puts you in a proactive position You must always be able to answer

the question: “What will I do when ……………?”

See sheet for strategies on decisive discipline from Bill Rogers- “You Know the Fair Rule”

2. The non-verbals

What should you be seeking with your non- verbals?

What is more significant? (Complete task in pairs)

1. WHAT is said – verbals, the words2. HOW it is said – the tone (pausing,

intonation, pitch, rhythm, speed, clarity, audibility)

3. Non-verbals – Body language (position of feet and hands, posture, facial expression, movement etc) and visual cues (pictures, words on board etc)

Answer

Verbals = 7% Voice intonation = 38% Non-verbals = 55%

Credible versus approachable. When to be one or the other?

Credible ApproachablePausing Still, silent MovementSpeaking Head still

Voice flatIntonation – curls down

Head bobsVoice rhythmicIntonation – curls up

Listening Body straightHead stillSounds - silent

Body leans forwardHead bobsMakes sounds

Function SENDS information SEEKS information

Getting their attention

“Applied research shows that….. …..teachers who teach visually cover more

content and statistically have more manageable classrooms.” Michael Grinder

If the board has direction on what the students are to do, they can see what to do. The reason this is so important is because it is a non verbal message. Non verbal messages make for a quieter classroom, students have higher self esteem and the teacher's energy level is higher.

Non verbals at the beginning of a lesson: being in CONTROL Where to stand for instruction – X marks the spot Freeze – watch the toes, watch the posture, weight

on both feet (= “I expect attentiveness”) Wait ABOVE, pause, whisper Raise your hand (maybe) Less is more Start with a verb (maybe) Don’t turn your back Say it like you mean it Voice goes down (credible) Replace “Please” with “Thanks” Let’s practise

Moving from teacher exposition to student work Some examples that can confuse Short sentences LESS IS MORE. STOP TALKING. YOU WILL BE CONFUSING

OTHERWISE! Go visual as well as verbal Students read the transition directions then you say the

words once “Turn to Page 15. Answer the first 3 questions.

Place the heading “Integers” in your book. Are there any Questions?” Then: “You may start”

MITS – no talk after transition from intro. Freeze. Wait. SCAN. Use hand gestures to indicate that you will be with any student who is not quite with it

Slowly move to help students individually

More non -verbals as the lesson progresses

Body close to troublemakers or the needy, but eyes on students who are far from you – this is preventative management

Using body language to control and reward Walk near students who are on task Reward by touching work Smile

make eye contact with students on task but don’t gush and don’t interrupt them

Make discrete nodding movements

Off task students – the indirect approach Move toward the student without looking Pause Look at an adjacent student’s work while peripherally

watching targeted student (giving time to move ON task). If still off task move closer

If still off task add some direct approach – grimace, point, motion

ON ARRIVAL LOOK AT THE STUDENT’S WORK Whether on or off task go to the student’s side Look at work. On task reassure, off task (quiet, flat voice)

”What’s the task?” Give a direction and walk away but scan back indirectly Don’t use irritating non verbals eg foot tapping, huffing

etc

It didn’t work.

When off task and disturbing others:

Redirect Confront with a choice and natural

consequences – flat voice, lowSay:”(Name) your choices are to

begin work without disruption and stay here, or move to the front with me. Make your choice now” (Low voice, NO emotion)

Walk away, be firm, give space

This is about you

Behaviour management is about teacher management