The art of pre-empting: During my professional experiences I learnt the importance of recognising the connection between managing challenging behaviour and classroom management. It is far better to pre-empt challenging behaviour rather than to react to it. On each of my professional experiences I employed a democratically negotiated social contract with my students and sought to form respectful, genuine and professional relationships with students. This established, and made explicit, classroom expectations, made students feel welcomed within my classroom, gave the students a sense of ownership over the learning environment and also help them to be accountable. In order to assist the students in following this social contract I employed classroom strategies to create an engaging environment. This included varying tasks throughout the lesson and giving added responsibility to students who needed to reengage with the wider class body. By using classroom management strategies such as these students were far easier to negotiate with when their behaviour became challenging; and they were likely to take responsibility for their actions.
Evidence from Professional Experience reports:
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See Some Examples:
The following is an example of a social contract compiled following a lesson spent negotiating classroom expectations. The students were expected to sign the document and stick it into their diaries or English books.
year_9_social_contract.docx | |
File Size: | 13 kb |
File Type: | docx |