Behaviour seems intimidating some such behaviour
[link back if skipped question] Your relationship with a class or group will, of course, depend on the group, but a balance between a dominant and cooperative style is regarded as the most effective way to improve classroom management.How do you increase your dominance / assertiveness?Recent reports warn of an increase in violent behaviour from primary school and research by Teacher Support Network found that overall behaviour in primary schools had deteriorated.How you approach tackling behaviour will vary depending on the level you are teaching, although there will be some similarities.This does not mean that you have to shout or strut about.Dominance and assertiveness is about effective leadership, having a clear path to learning goals and good behaviour, pursued with vigour and enthusiasm, but which is also pupil or student centred.Then: Think back again to how you respond to inappropriate behaviour in the classroom. Do you wait for problems to happen and then respond? Remember managing behaviour is not just about responding to inappropriate behaviour.It is about creating conditions that encourage positive behaviour.
You are, like many teachers, concerned about behaviour, but think about it this way: if you keep doing what you are doing, you will keep getting the same responses.Try the following approach: - Remind pupils of rules before activities take place - Reinforce appropriate behaviour.Use tokens and symbols which can be used for privileges - Encourage pupils and students to self-assess their and behaviour and award themselves appropriate tokens/points - Individual/ Group/Whole class rewards.It means being firm, unemotional, unapologetic and confident. (But a warning and sticking rigidly to a behaviour plan demonstrates consistency but can also lead to a non-negotiable situation whereby a small problem escalates out of all proportion.) Although, you are not solely responsible for improving pupil behaviour, improving your attitude to classroom management can have dramatic effects.There are two parts to this: As teaching, learning and classroom management are all dynamic processes, it is important that teachers do not forget that they also have to change and be versatile, no matter how experienced they are; to self-evaluate and then take action.