By Bill Rogers
This booklet can be valuable to academics and different schooling pros attracted to habit administration, self-discipline, and colleague aid issues.
Read or Download Teacher Leadership and Behaviour Management PDF
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Additional info for Teacher Leadership and Behaviour Management
Example text
Care. The teacher should display a caring and concerned attitude towards the pupil, rather than a threatening, blaming and intimidating approach. Encouraging re¯ection. The pupil should be encouraged to evaluate his or her misbehaviour and the undesirable consequences which may follow if such misbehaviour continues, including a lack of educational progress, punishments or sanctions. It is important here for the pupil to do most of the talking " not the teacher. Achieving a positive resolution. The pupil should be supported towards an agreement to behave in a more desirable way in the future, and accept that doing so is in their own best interests.
Tolerant, reasonable, disapproving, disappointed, con- cerned or serious. In this way teachers express a closeness and trust in the relationship, and an expectation that the students will co-operate. g. businesslike, profes- sional, confident, impartial, respectful, assertive and decisive . FACTORS INFLUENCING ONE'S APPROACH WHEN INTERVENING IN STUDENTS' BEHAVIOUR Most teachers hope to get to know their students well and to develop cooperative relationships so that when an intervention is necessary, it can be managed (wherever possible) in low-key ways, consistent with being the Leader .
Imagine a very different context. A teacher has prepared a paper for a staff working party. He sits with the small group of teachers around a table in the staff-room and distributes the photocopied paper. One teacher begins to fold up his copy into a piece of origami. Would it then be appropriate to say, `Could you not fold that up thanks, we'll be using it later'? ' manner. One would be far more likely to do nothing about it or to intervene in a friendly way with a joking hint like `Hey . . that took me two seconds to photocopy that'.
