Striving to meet prescribed Teachers' Standards, pressure can turn to stress; demands made on you can appear relentless.
During such times it is easy to lose perspective.
Finding ways to manage your time and operate effectively with dwindling amounts of energy can be especially difficult. Dealing with the anxiety and frustration which accompanies an expectation to manage the behaviour of pupils leaves many feeling exhausted, dis-empowered, and increasingly disillusioned.
During such times it is easy to lose perspective.
Finding ways to manage your time and operate effectively with dwindling amounts of energy can be especially difficult. Dealing with the anxiety and frustration which accompanies an expectation to manage the behaviour of pupils leaves many feeling exhausted, dis-empowered, and increasingly disillusioned.
The cited scenario below highlighting the reality of discipline problems, is one most teachers are familiar with:
“Bad behaviour spreads like a cancer; it is very difficult to contain it. One very badly behaved student impacts on a second one, who is quite badly behaved. It spreads, so that even the very good students become somewhat unsettled. That creates a situation where you have low level behaviour. People often dismiss that, and say, “It’s just low-level behaviour, that’s okay”. You’d be amazed, however, at how disruptive low-level behaviour is.”
(DFE MEMORANDUM 2011 p.11)
And you also have to enable all members of the class to make progress in their learning!
These are the challenges I will address with you.
I will guide and show you:
How to effectively manage the behaviour of significant individual pupils
How to effectively manage your own behaviour
How to effectively manage and influence the group so all might achieve and all benefit.
These elements represent the foundational and progressive steps towards 'outstanding'.
I work alongside colleagues categorised as:
Trainee Teachers
Newly Qualified Teachers
Recently Qualified Teachers
More Experienced colleagues
& Support Staff