Teaching of a class with 30 teenagers who would rather be elsewhere requires skills. These skills can be learned. The first and most important rules for managing behaviour start with your lesson planning. Broadly your lesson plans should address the following issues.
- What do the pupils know at the start of lesson.
- What do they need to learn in your lesson (outcomes).
- How can you enable pupils to make progress (activities).
- How do you know they have learned what you intended (assessment).
Managing pupil behaviour is an active process which demands that you respond appropriately to the situation facing you at the time. Every classroom event is unique because of context. The reason why Dolly is misbehaving today may not be the reason why she will misbehave tomorrow. This does not mean that you must have a completely new response to every situation. Good teachers develop techniques which enable them to deal with a variety of different situations. Good teachers are always on the look out to refine these techniques to adapt to different circumstances. The aim of this guide is to give you a solid basis from which to develop your own practice.
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