If you are a teacher and the classroom is your office, this course is for you. It doesn't matter whether you are a beginning teacher or have years of experience, Managing Student Behaviour will make or break your day.
Master the skills that make student behaviour work in your favour.
Managing Student Behaviour is a suite of courses dealing specifically with behaviour.
This course includes
Managing Student Behaviour separates good teachers from GREAT teachers. Great teachers make student behaviour look easy. Learn what makes them different. The strategies you master in this course will put you in the league of a GREAT teacher.
At the end of this course you will
You will be provided with
After this module you will understand the classroom dynamics that impact on student behaviour.
You will learn about the factors you can control. You will understand why you should start your behaviour management strategies where you make the most impact. You will learn where and what that is.
This module is the first part of your journey towards finding the SOLUTIONS to managing student behaviours in YOUR classroom.
A raised voice in the classroom is sometimes a signal of a teacher under duress. It doesn't always have to be the case. In this lecture we look at the raised voice as just one tool in your behaviour management repertoire. Learn the skill of raising your voice so that it has a positive effect in your classroom and a positive influence on student behaviour.
Sending students to the principal in common enough in most school. Unless you use this strategy correctly you may find yourself in a real bind. In fact, sending student to the office could be your undoing. In this lecture, I will show you how best to use the office aa an effective resource in your behaviour management repertoire.
Some experts, and I am sure you have heard them, tell you that you need to develop your classroom rules using a collaborative approach with your students. I don;t agree and I will tell you why. You will learn a strategy that will enable you to develop a set of classroom rules that will stand the test of time. These rules are the ones that you will refer to often and will be the basis of how you manage student behaviour in your classroom.
After this lecture you will have a solution to use instead of choices. You will be shown the two pronged attack, a strategy to use on unruly, unmotivated and off-task students. This simple behaviour management strategy can be a powerful tool in the right hands.
You will be shown how to apply it in YOUR classroom.
Coming in to your classroom like a thunder cloud causes all sorts of dynamics to come into play - not all of them good. Students are always on the lookout for authenticity. Someone famous once said that, "If you can Fake sincerity you have it made."
This modules is not about faking sincerity but it does examine the role your demeanour has on the behaviour management strategies you need to put into play in your classroom.
You can't really Fake It 'Till You Make it; or can you?
Let's face facts. Of course there are time when you are going to be angry. Yoiu invest so much emotional capital in your job as a teacher that, when students dismantle your efforts you have every right to be angry, But that doesn't mean you should throw away the behaviour management strategies you have in practice.
In this lecture, you will learn how to keep your behaviour management focus while being angry. You will learn how to best use your anger as a behaviour management tool.
Punishing the whole class for the behaviour of a few is fraught with peril. The strategy is deplored by parents, hated by students and the catalyst of many parent complaints.
But is there a way to use this strategy effectively?
After this lecture, you will look at whole class punishments in a different light.
You may even challenge yourself to try this once.
You may also throw your hands in horror at the thought of ever using this in your classroom.
Either way, this is a thought provoking lecture.
Student defiance is a tough gig.
These students challenge your authority in front of the class, which is never good.
After this lecture, you will be able to use various strategies to deal with student defiance in a productive manner. You will be able to bring defiant students back into your class with confidence.
The other students will wee your professeional approcah and you will earn the kudos you desereve.
Students just love talking. Talking when you want students to listen is obviously not the best position for a teacher. In this lecture you will examine some strategies you could use to manage a chatty group to get them back on task.
Continuing on with Module 11. This module provides some more behaviour management strategies to use when you have a chatty group.
How many times have you argued with students? You know very well that you should. You already know that, right?
Of course you do.
Try this strategy so that arguing with students does NOT become your preferred method of interacting.
You progress the lesson and ask the kids a question to move the lesson along. Did you realise that your next step will have a huge impact on their behaviour choices?
Some students set out to cause you grief. The trouble makers can be a destructive influence in your classroom. In this lecture we look at strategies to employ to stop troublemakers before they become troublemakers.
Misbehaving students create such drama is your classroom. The last thing you need is to make matters worse. The worst thing you can do is ask a misbehaving student, “Why?”
All teachers have class clowns. These disruptive little imps think they are so funny but these students often miss the point. Class clowns have an agenda and that is to spoil your lesson so the focus is on them. In this lecture we look at strategies to employ to keep class clowns in check.
Learned helplessness stop students from mastering learning. You might think you are on top of things until you move into independent practice. That's when learned helplessness raises its ugly head. In this lecture we look at stop learned helplessness from destroying your teaching/learning paradigm.
It is inconceivable that a teacher could be the cause of misbehaviour. Isn't it?
It is unbelievable that a student's behaviour could be impacted by how a teacher acts. Isn't it?
It can't be possible be that YOU might be doing anything that causes students problems. Can it?
I can't be at fault. Can I?
You might be.
Where would you like to go next? This is a "create your own adventure" and you are in the driver seat. Look at all the options available and you make the decision
I have been a professional educator for over 40 year, the last 35 years as a principal. I have taught every class from preschool to senior high school and I have run schools from primary to high school, large and small, country and city settings. I have managed student behaviour in every possible setting. I have led behaviour management initiatives in many schools and districts. I have mentored hundreds of young and experienced teachers in managing the behaviour of students in the classes.