Improve the classroom with consistency

Form a forum: You get up one morning and are faced with some unexpected upsets. Nothing major, just the little things that tend to get you down … The clothes you went out with neat railways have been knocked on the fence and are now messing up on the floor; The friend who promised to help you today will not answer his phone; The plumber has left a message that he can no longer fix the toilet. the boiler has blown a safe center of funds; The mailbox will pay an account for something you've already paid and you look out the window to see workers who put a bus stop right outside your house. None of these are life-threatening, but they certainly come to us. Taken together they can adjust the tone for a very bad day.

We do not like it when the rules have changed; We thank things to be reliable. We want to trust people, machines and our daily habits. Disasters films describe this level very well. Just think of poor John McLain in & # 39; The Hard & # 39;. Guys are not different. Indeed, sometimes more than us, they need positive to be able to rely on things. They do not self-control most adults do when things go wrong. They need consistency. When I study classes in schools, the question I asked more than everyone else is: "How are we getting more consistent?"

At the personal level, it is easy to answer. Successful teachers ensure consistency in their classrooms (and automate management of the school in progress) with rules.

Ways refer to particular behaviors and activities taught in order to provide smooth, indefinite classroom instruction.

Carefully taught, habits can save a large amount of time during the year. When students know exactly what is expected of them in various situations, you can send saved time teaching rather than planning or organizing.

With clear rules instead, students know exactly what to do at the beginning of class lessons. They know exactly what they need to do at the end of the lesson and they have clear procedures to follow for all transition or activities through the school day. Working in a job, what to do when you have finished work, how to work in a group job, toilet breaks, practical work, trips, etc. Etc. Can all be automated with well-defined and well-behaved habits.

School consistency is not just about what happens in the classroom of one teacher. In order for the school to work well, consistency needs to be carried out – all employees need to sing from the same song. If we really want to create order and stability at the school where the policies and practices are acknowledged by all, between employees consistency must evolve. The next question, as always, is & # 39; how? & # 39;

For a variety of reasons, teaching does not provide a play. It's exactly the job actually – you're in your own bedroom the other day, and when you visit the service center, it's often competitive rather than collaborating around the behavior. "What are you doing with him?" He's okay in my class. "Some teachers do not want to show their covert strategies, but this does not fully support overall education.

Working for one employee is not necessarily going to work for non-standard training in overall training, as good practice is shared and discussed, yet it was a great starting point for the development of successful methods that all staff could accept. Another obvious way to learn from each other is simply watching others at work. But the opportunity to track upper secondary schools or even "team-teach" and # 39 ; Beside them is a luxury, which is usually only fun by NQT and teacher teachers.

I remember my first teaching training at my PGCE and am desperate to get to the front of the class rather than follow the mentor and go for a chance to watch on other teachers. "In the week three, like most of my students, I left for casual checks, rather than spending lessons actually than watching. If I had known that these few weeks would be the only opportunity I would ever have to look at other excellent professionals in the workplace, I would not have been so hard to continue. During 15 years of teaching, I learned a lot of experience and experience. But I also learned a lot about 3 weeks from simply looking at other teachers.

While regular training elements, which provide opportunity to track teams and set up curricula, will lead to the establishment of a context as a whole. They are not exactly advanced methods that deal with the real heart of the matter. They are what we could say "level one solutions, just like licking paint provides limited improvements to the rotting window frame." We want to go deeper. We want to sort out the root of the tree.

The mind is one matters that are forgotten when we talk about creating consistency. It is without a doubt the hardest to deal with, but nevertheless, the key to a successful and truly consistent school. It concerns the attitude of the staff.

If it must be in line with the total education

Interesting article I once read a story that fully reflects the difference between the attitude of the steam state. There was a story about two schools in floods. The heads of both schools announced one Tomorrow because of flood damage in some classrooms, two teachers would be required to work together in the gym with their classes h side by side. In both cases, it was stated that it would involve participating in the forums of employees involved and would require them to work hard to achieve the best results.

In one of the schools two very negative teachers were chosen to work in the gym. On the other hand, two very positive employees invited to work in the gym. Needless to say, negative teachers found all the reasons to make the situation worse. They grumbled and complained about all aspects of the situation giving reason for why they would not be able to work this way. Result: Failure. The idea of ​​cooperatives never participated in this school.

The other school was another story. The two teachers immediately came together to plan how they would work in this exciting new arrangement. They spend time getting the space in the room properly and organizing resources so that both sets of students will benefit. They decided that a team of teaching would suit certain subjects and specific groups and do all they could to succeed. Conclusion: Success.

Well, it's a bit pithy and I'm not even sure it's true but it could be. The point is that from a positive point of view, positive results flow. And in terms of dealing with behavior, this is important. Our attitude determines our own behavior and how we respond to students when they violate the rules. Obviously, it is much better when we all respond in the same way.

Conformity is not just about clear rules about school – it's about how these rules are enforced and one of the main difficulties in dealing with behavioral problems is the fact that different employees respond to problems in different ways.

Some want to treat a boy with his shirt like he has committed a cruel crime – shouting, yelling, pointing and threatening – but some will slowly give him a knowing smile and just stand in front of him while he puts him back in. Still others will ignore him completely and fear the collision from a demanding dear youngster.

The teacher who screams and yells, the teacher who points to and threatens and the teacher who is quiet and accessible may have the same opinion about the school rules, but they will treat students who violate them differently. This difference in approach can be expected, we are only human after all.

Why? It all comes down to attitude.

Teacher who screams, yells, points and threats – or even ignores, caters for challenging students as a threat; threat to their leadership, a threat to the smooth running of the school, even a threat to decent society. They only look bad in these children. They focus on the problem.

The dear, near teacher knows that's the one in charge. She has no need to yell and threaten because she knows there are a variety of methods that she can use to achieve consistency before she needs to think about punishment or threats. Her approach to the boy reflects this and he sees her as accessible on the outside. She also knows that this is a boy with a problem, not a "boy's problem". She sees the challenge of teaching learning opportunities rather than personal injury. Her attitude is one of sympathy, support and cold, calm trust.

So how is everyone's attitude in sync? Let us take part in trust, compassion and support for one at a time.

The trust comes from experience, having the right skills for the job, and also knowing that you are part of a group that will help you reach you. Achieving skills is easy to solve – through regular exercises with both internal and external organizations, with experience and good feedback from teachers and collectors.

Experience is obviously done at work but could speed up a lot of lessons and lessons. The key to any kind of training is frequency – it is much better to attend a very short session each week rather than one long session once a year. Training companies and schools are now seeing the benefits of long-term projects, with support and support being constantly provided on a variety of platforms, including training, email, online support, video and phone calls, rather than traditional, crammed and soon forgotten a simple INSET day. Being part of a group that will surprise you is something we will achieve in a moment.

Compassion for our challenging children is a factor in changing attitudes towards them. Some teachers forget, or do not know, that many students today at school come from an awesome background in the overall plan with a modern, so-called civilized society.

Early in my own career, I could strip a 15-year-old boy who rubbed his roots during science on my first day at a new school. I was very pleased with myself and puffed my chest when he finally followed my bellowed command to remove himself from the room and never again. I did the rest of the lesson with swagger.

Later that day, the university took me away and told me some of the pressure a poor boy was facing at home. No wonder he caused problems at school. I spent all the lunch that followed him so I could wait for him and returned home that day with tears in my eyes. I often think about this guy and he reminds me that there are always reasons for his behavior.

My opinion on challenging students changed at the moment and since then there have been many similar events from that time to remind me of the importance of compassion and understanding in our relationship with them. Employees need to have a full background for difficult students. They need to know why they function as they do so that they see their behavior as a cry for help or a real problem. It's often rather than a personal attack. With compassion, there is a complete change in how we look at these young people.

Abusive teenagers become young as the only way to deal with the world is the rage it carries on the issues he has faced. The behavior of noise, a silly child is thought to be due to lack of control when he was younger or without love, attention and support.

With this change in perspective, a change in the devices used to cope with problems occurs. They no longer meet the standard problem of their child & # 39; toolbox with a limited range of shouts and threats. Instead, they begin to find new methods, depreciation, humor, fair consequences and offerings for support. The relationship between staff and students is improved and problems are generally lowered.

One way to improve the attitude of total employees is to bring them closer together. In many professions involving a group of people working in the same portfolio, a strong emphasis is placed on Team-Building. This is done for obvious reasons. The reality teams interact with each other. They find solutions, they help each other and they come back together. They act as one unit. And this creates … you've guessed it … consistency in the workplace. It must be this way – for the benefit of the team. Unfortunately, this just does not seem to be so much in schools.

In many schools, the issue is "individual for yourself" and "If you can not chop with the students, something will be wrong with you. It's to teach you if you can not make them do the same and you say. There is often an absolute lack of support for those who are in trouble and communication for those with their hearts is in the lead to share their expertise. The idea of ​​a team simply does not exist.

Now this is not just a problem for staff – and that's a big problem because nothing makes you able to find more power or incapable than collections that do not support you – it's also a big problem for students. Children and young people need to be safe, they need to know where the boundaries are, they need security, they need … here it comes again … consistency. And nothing is inconsistent than a group of employees who do not work together . Just like a good A cop / bad cop or parents who do not agree with these inconsistencies cause problems after problems.

answer? You can study classes here from the corporate sector and certainly any successful group of people. The old celebrities, "those who play together keep together and" # 39; may also have some meaning. Undoubtedly, there are schools that have a priority for social participation (do not let parents out of this) and the social well-being of all the most happy staff and I'm sure that, the most adequate places to attend a student.

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