Download 100 Completely New Ideas for Managing Behaviour by Johnnie Young PDF

By Johnnie Young

This pick-and-mix treasure trove of recommendation is brimming with tried-and-tested concepts for handling behaviour within the secondary lecture room.

The booklet comprises a hundred thoroughly new principles including:
suggested scripts and key words designed to pacify even the main competitive situation
short-term and long term strategies
advice on pre-empting and averting tough behaviour
ideas for pondering in your ft in severe circumstances

This e-book can be important to trainee academics and NQTs, however it also will provide skilled lecturers new principles and notion for larger coping with their scholars' behaviour.

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Additional resources for 100 Completely New Ideas for Managing Behaviour

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But when a large group of students are assembled in an unfamiliar situation it is absolutely vital that thorough and detailed preparation is completed. If not, it would be safer not to have the event at all. Most of the things that go wrong stem from confusion and uncertainty. Ninety per cent or more of the problems which cause trouble are completely predictable and the fact that there are no arrangements in place to deal with the problems, as they arise, leads to a situation which is completely avoidable.

But you say that it remains a mystery. You then ask the class what they think and as they contribute you add in more and more intriguing information. Say you had a picture of the ‘Marie Celeste’ on the screen, you could say things like: ‘Where did all the crew go? The galley was all set up ready for breakfast. Eggs with the tops cut off, all ready. ’ By sounding mystified yourself you will draw them in. IDEA 25 HOOKING INTEREST AT THE VERY START OF A LESSON One of the hardest parts of a lesson is engaging interest.

Let’s look at the whole picture. Mr Smith is also delighted with the work you did in Technology. Well done Duncan, you must be pleased. I really am looking forward to being able to praise you up in my subject. ’ The student doesn’t know how much you know about him but suspects that it is an awful lot. Something deep down in human nature is triggered if you use this idea carefully. The student feels a sort of obligation to improve in your lesson because you’re being kind enough to praise him for work done well elsewhere.

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