Classroom Management and Organisation(Primary)

NIPTWS03

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workshops will involve…

Confidentiality

ParticipationContributing to group learning

Asking questions/clarifying issuesTaking responsibility for your own learning

Please check that your phone is offfor the duration of the workshop

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What ? / Why?

3. Feedback

2. Group

Discussion

1. Paper

Conversation

Classroom Management

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www.primaryresources.co.uk

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www. schoolstickers.co.uk

pinterest.com

Thehelpfulcounsellor.com

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ationClassroom Management

and Organisation...‘...the things that a teacher does to organize students, space, time and materials so that... learning can take

place’. (First Days of School, Wong)

• create a purposeful learning environment

• minimise disruption/maximise potential for learning

• make it easier for the teacher to teach and for the

children to learn

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Procedures for Induction and the Procedures and Criteria for Probation 2013/14: APPENDIX 4CRITERIA USED IN THE INSPECTION OF THE WORK OF TEACHERS FOR PROBATIONARY AND

REGISTRATION PURPOSES IN PRIMARY SCHOOLS

Being probated…Classroom management and organisation

The NQT demonstrates good classroom management skills under the following criteria:

• Promotes good behaviour through the use of appropriate behaviour management systems• Cultivates a caring relationship with pupils (including use of

praise and positive feedback)• Provides an attractive learning environment (layout, quality

of display including pupils’ work, interest centres, etc.• Uses resources effectively• Manages SNA support in the classroom context (where

appropriate)

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pg. 19-35pg. 111-125

Classroom Organisation

Classroom Management

Positive Relationships

The Social Environment

The Learning Environment

Classroom Organisation

A Systematic Approach to Responding to Behaviour

Teacher Attitudes and Behaviours

Social and Emotional Teaching Strategies

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Positive Relationships- 5 ways to connect with pupils

The Social Environment- 5 strategies to develop a positive social environment

The Learning Environment- 5 strategies to develop a positive learning environment

Classroom Organisation- 5 elements of a well organised classroom

Systematic Approach to Responding to Behaviour- 5 elements of a systematic approach to responding to behaviour

Teacher Attitudes and Behaviours- 5 key behaviours/attitudes

Social and Emotional Teaching Strategies- 5 strategies for teaching social and emotional competence

Classroom Management and Organisation - How ?

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• Teach Social Skills - listening/turn taking/expressing an opinion

• Provide opportunities for pupils to work alone/pairs/groups

• Communicate clear realistic expectations

• Differentiate your teaching and accommodate learning styles

• Treat mistakes as opportunities for learning

• Use appropriate resources

• Develop positive relationships

• Plan fun activities with clear learning outcomes

Social and Learning Environment of the Classroom(BESD Guidelines, Pg 22/23)

Learning Environment Checklist Pg. 15/16

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Physical Environment

• Layout - Pleasant/welcoming, safe, clean, well–maintained, uncluttered• Classroom Display• Resources

Classroom Rules• Few in number• Negotiated / Age appropriate• Stated positively in terms of observable behaviours• Explained/ role played/ practised

Routines/Procedures Pg. 25 BESD Guidelines

Classroom Organisation(BESD Guidelines, Pg. 23-27)

www.usefulwiki.com/displays/tag/classroom-rules

We can follow our

rules

blog.tpet.co.uk

ww.teachthis.com.au

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www.seomraranga.com

What can you do when you don’t understand?

?

www.busyteacher.org

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A Systematic Approach toResponding to Behaviour

• Teacher attention and praise

• Planned ignoring of minor non-disruptive and attention-seeking behaviour

• Using incentives and rewards to encourage positive behaviour and motivation

• A stepwise approach to responding to misbehaviour

Behavioural, Emotional and Social Difficulties – A Continuum of Support - Guidelines for Teachers

Informed by School Policy

(BESD Guidelines, Pg. 28-32)

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Behavioural, Emotional and Social

Difficulties – Guidelines, Pg. 112

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• Model the behaviour/attitudes expected from pupils

• Develop positive relationships

• Be aware of… … behaviours that ‘push your buttons’

… managing emotions and conveying a sense of calmand control

… tone of voice/body language… the need to seek support of colleagues

Behavioural, Emotional and Social Difficulties - A Continuum of Support - Guidelines for Teachers, Pg. 27

Teacher Attitudes and Behaviour

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ationSocial and Emotional

Teaching StrategiesExample of Skills to be taughtRelationship BuildingSocial and Emotional UnderstandingConflict NegotiationRegulating Emotions/BehavioursEngagement/Persistence

Sample Strategies Friendship TreeSongs/Games/StoriesFeelings check in.. Pg. 136 BESD Guidelines

Turtle Technique Pg. 134 BESD Guidelines

Social and Emotional Strategies Pg. 35 BESD Guidelines

Teachable Moments

SPHE

• Self Identity• My Friends

and Other People

• Relating to Others

• Developing Citizenship

Primarydisplays.co.uk

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Classroom Managementand Organisation

Scenarios

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ation1. What strategies could be used to settle the children after break?

2. Ideas for transitions between lessons!

3. Correcting the children’s work takes a lot of time. Any advice on managing corrections?

4. When the children are working in groups they are constantly asking me what to do. How can I remedy this situation?

5. Managing the noise level in the classroom can be difficult. I find myself raising my voice quite a lot. What should I do?

6. Can you advise me what to do about early finishers?

7. What could I do to engage children who swing on their chairs, play with pencil cases, root in their bags, etc.?

8. Taking down homework and checking that it’s done seems to take forever! How can I reduce the time it takes?

9. Any suggestions for managing the class when we go to the hall/yard/field for PE?

10. I am worried about children in my class who are in need of lots of individual attention. What can I do?

11. I have a Special Needs Assistant (SNA) in my room this year. I am not very clear on what her role is. Where can I get advice or guidelines on the role of the Special Needs Assistant?

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3 aspects of my current practice

that support effective classroom

management3 ideas from today’s

workshop that I would like to incorporate into my

practice

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Web Resources

• www.teachingchannel.org

• www.educationoasis.com/instruction/classroom_management.htm

• www.primaryresources.co.uk

• www.seomraranga.com

• www.superteachertools.com

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If you want it - teach it.

If you want to maintain it - encourage, acknowledge and

reinforce it! (source unknown)

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Additional Support Professional Support GroupsNIPT School Support Service

www.teacherinduction.ie

Contact the NIPTinfo@teacherinduction.ie

Please ask your Facilitator or EC for the contact details of the NIPT RDO assigned to your EC

To ask for support is a sign of strength…