| At some point in every teacher's career, they will | | | | With the most difficult of students in this group I |
| have that one class or even that one pupil who | | | | would give them a role. One student would give |
| makes a knot of dread build in their stomach. | | | | out the reward stickers, one to collect homework |
| It was exactly the same for me. My first year of | | | | and so on. If these jobs were done well they |
| teaching was at a notoriously difficult school. Out | | | | would gain an extra sticker for being helpful. I |
| of all of my classes I had one group that made | | | | found this helped them to remain on task and |
| me wonder if I was ever going to construct a | | | | prevented them from causing large distractions. |
| positive relationship with them. | | | | Ignoring low level disruption |
| Within the group there was a small cluster of | | | | Tapping pens, swinging on chairs, repeating |
| boys whose behaviour was atrocious. Throughout | | | | instructions whistling... the list goes on. And |
| the course of the year I instigated several | | | | although low level disruption is annoying and |
| strategies, some of which worked well, some not | | | | frustrating I don't challenge it in pupils who struggle |
| so much. The ones that didn't work for me | | | | to focus so long as it is not preventing others |
| however may well for you. | | | | from learning. |
| Seating plans | | | | Isolating persistent poor behaviour |
| Most teachers set out a seating plan straight | | | | This I only use in extreme circumstances. When |
| away for new groups or for a group they are | | | | coursework deadlines are looming or the threat of |
| having difficulty with. The main objective of my | | | | an exam is around the corner, I would create a |
| seating plan with this particular group was to | | | | large study area and make my expectations clear. |
| separate the pupils who I was having difficulty | | | | Everyone must be focused, anyone who chose |
| with, without punishing the students who were | | | | not to work was asked to leave the group and |
| working well. | | | | sit in the corner of the room to work |
| When I moved the pupils, or attempted to, I was | | | | independently. Two students chose to do this |
| met with much hostility, (no surprise there) but I | | | | initially, thinking that it was a good way to get out |
| insisted and eventually the students sat where I | | | | of doing work. |
| wanted. Instantly this calmed two of the boys | | | | I followed through with the threat and totally |
| down and they were then able to focus on their | | | | ignored all their poor behaviour once they were |
| work. | | | | removed. The students attempted to lure others, |
| Reward system | | | | but by praising the others and trying to keep |
| There was no set reward system within this | | | | them focused, the two who left the group |
| school and so I created one in my classroom. 10 | | | | seemed to realise that they had little hope of |
| stickers for one reward. This group was a year | | | | achieving disruption and quite quickly asked if they |
| 10 group and to my utter amazement they loved | | | | could come and work back within the group. Once |
| it! Suddenly they were answering questions, | | | | they were allowed to do this they remained on |
| reading aloud and following instructions. | | | | task. |
| Sharing responsibility | | | | |