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“Nurturing Respect: The Teacher’s Guide to Cultivating a Classroom of Respected Students”

Respect is like a bridge that connects two people. It provides a platform for understanding and trust. Without it, communication and understanding become impossible. Respect is a fundamental concept that calls for consideration, honour, and dignity towards others. Basically, it is about human interaction and is crucial to building healthy relationship.

Respect is a key foundation for dealing with student behaviour. Respect for the student, respect for their feelings, opinions, and unique situation. It is essential for building a trusting and respectful relationship and classroom behaviour management.

When dealing with student misbehaviour, it is important to remember that some of the behaviours students display are the result of their family circumstances; for example, they have a broken family unit, or they may be raised in homes where they are expected to act like adults to take care of younger siblings. These students may not have the same resources available to them that other students do, such as a supportive family, access to resources, or a safe and secure environment. As a result, they may act out in difficult situations to gain attention or cope with their emotions. It is our responsibility to educate them on acceptable values and behaviour.

Hence, the primary approach to dealing with student behaviour should not be punishment. It is best to combine positive behaviour support and targeted interventions.

My aim in this article is to share strategies for remaining calm when things get tough in your classroom and how to facilitate an effective reconciliation meeting.

I just finished explaining the different types of angles in class. Students participated in the demonstration, and we did so many together. As a final step, I asked everyone to write the example on the board or in their books. Except for Charlie, everyone followed the instructions. My first reaction was that I did not make it clear, so I repeated the instruction that everyone needed a model example in their books. Charlie still did not respond. Then I approached his table and asked him.

Charlie, I would appreciate it if you could write out the example in your book. Just as I was about to walk away to give him a chance to respond.

He banged his fist on the table and I turned around. It was like a verbal avalanche; I could not keep up with the speed or volume of his words, and I was overwhelmed by the force of his emotions.

An engaged audience watched this shocking scene. Uncertainty overwhelmed me. Then, I realised that I was in a position to set an example for my audience and had a choice to make. I could either choose to respond in a respectful and kind manner or respond with an attitude that would reflect poorly on me and on the school. I chose the former, because I wanted my audience to know that respect and consideration for others is always my priority. 

Most likely, you have experienced these moments before! It is a situation in the classroom where you are trying to figure out what the best solution is. The gaze of all 30 students is on you, waiting for you to react.  My eyes were fixed on Charlie, who was speaking directly to me. Honestly, I was unaware that it had happened to me. As I froze, the students’ faces were filled with astonishment. Being overwhelmed by what was happening and unable to process it was like being a deer in the headlights.

It is challenging for me to tell which of the many names was more offensive. The baptism of fire is underway! Standing and listening! Charlie was not even leaving the room; he was waiting for my response. The words did not come out of my mouth despite me talking very loudly. It was at this point that I stepped back, and Charlie stormed out of the room and slammed the door behind him.

Wow, what a relief! I felt a wave of emotion wash over me as I realised, I had kept my composure and not reacted. I was proud of myself.

It is probably the end of the lesson at this point, fresh teacher, how do I pick out one of the words?

What did I do wrong? I thought to myself.

He was only challenged to do the work now that I think about it.

When I finally got myself together, I explained to the class that this is not an expected behaviour; because you can imagine the students were waiting for me to do something! Because I was able to model good behaviour for them, I showed them how to remain calm in the midst of all the stress. As a result, I reinforced the importance of treating everyone equally and respecting each other. Finally, I ended the class with a reminder of the class rules. Emphasising the importance of obeying class rules, I reminded the students that poor behaviour will not be tolerated.

One student asked me what punishment I would give to Charlie. I answered that I was not sure yet. I then reminded the students that Charlie’s behaviour was unacceptable and I would follow it up.

Afterwards, I followed the school’s policy, which meant a lot of typing and remembering the words Charlie used to address me. It was even more stressful as I was recalling the incident.

In my case, I only needed one thing to happen. It was critical for me to learn what I had done wrong. I also wanted to learn why Charlie felt it was appropriate to use those words and manners in speaking to me. It felt more like a personal attack on me.

A reconciliation meeting was set up by the Head of Year. Before the meeting, Charlie was asked to write an apology letter.

I was not sure how the meeting would unfold. There was only one question I wanted to ask.

As far as I know, Charlie lives at home with his mom and siblings. As a matter of curiosity, I wanted to make sure this is the way he speaks to his mom.

Do you talk like this to your mom? His answer was a bold YES!

His answer was a clear indicator that he lacked respect for his mother. He was likely speaking in a disrespectful tone of voice or using curse words, both of which are signs of a lack of respect.

Now that explains so much, do I have to be so mad at Charlie and read him the riot act? No, I do not have to read him the Riot Act. Instead, I must talk to him and explain why respect is critical. In my lessons, I have always respected him, even when he forgot his book. I had to let him know that a lack of respect is not acceptable. I also had to explain why it is important to show respect for others and ourselves.

Having realised this was not a personal attack, I felt more relaxed since I knew it was more of a change in attitude and a mentorship. It does not matter how angry he is, those words are not appropriate for adults. I also told him he should talk to me if he has any issues with me or my decisions, rather than using that kind of language. Finally, I knew it was important to teach Charlie and remind the students of some self-regulatory skills.

The development of self-regulation skills should be a priority for students. It is important to teach them how to manage their emotions, make good decisions, and resolve conflicts in a peaceful manner. These skills are essential to improve classroom behaviour in the long-term.

Here are some examples of self-regulatory skills you can model and teach your students:

·       It is important to express emotions appropriately (e.g., saying “I am angry” instead of acting out).

·       Take a moment to think before acting (e.g., “Is this the right decision?”).

·       Identify and label emotions (e.g., “I feel sad right now.”)

·       Make sure you consider the consequences of each solution before deciding. (e.g., I will have to complete my task at lunch if I don’t complete it by the end of the lesson.)

·       Take the time to think about a behaviour and how it impacts others. (e.g., if I keep talking at the wrong time, the other students will not hear what the teacher is saying)

·       Determine the sources of stress and anxiety in your life. (e.g., lack of sleep, hunger, tiredness)

·       Reduce stress by using relaxation methods (e.g., deep breathing, mindfulness).

Our role as educators is to provide guidance, model appropriate behaviour, and create supportive environments so students can practice and grow self-regulatory skills. Along with being subject teachers, we should also be mentors and coaches.

We should support students to develop resilience and cope with difficult situations. We should also provide guidance to help students develop problem-solving skills. By helping our students learn how to manage stress and difficult situations, we can assist them become successful and productive members of society.

In this era where both parents are working longer hours to be able to take care of the family, our responsibilities as educators have become more demanding. As such, it is important for us to be aware of the changing dynamics of parenting and respond accordingly.

Whenever we correct a student, we need to bear this in mind: Give them the support they need to not repeat this behaviour and encourage them to change their attitude. Make sure we reward positive behaviours with praise, rewards, or other forms of recognition. Students are more likely to repeat those behaviours when they get positive feedback. By doing this, we can create a classroom culture of respect and responsibility where meaningful learning can take place.

Although consequences are necessary for inappropriate or dangerous behaviour, they should be used as a teaching tool rather than a punishment. In order to help students understand the impact of their actions and how to make better choices in the future, consequences should be logical, related to the behaviour, and discussed clearly with students.

During reconciliation meeting with students, I focus on these questions:

Why did you do that?

What did you expect to happen?

In order to avoid this from happening, what can I do?

Is there anything you can do to prevent this from happening?

If you display the same behaviour again, how can I prompt you to redirect yourself?

It is key for me to listen patiently to my students and not assume. If I am unsure, I ask them for clarification and note this in my planner – this acts as an individual behaviour guide for that student.

In summary, all student behaviour does not need punishment. When it comes to punishment, it should be a last resort and only used sparingly. Rather than reacting to challenging behaviours, focus on prevention strategies and provide positive reinforcement. If consequences are needed, use them to teach students and help them grow. It is imperative to remember to treat your students as individuals and there’s no one-size-fits-all approach to behaviour management. Students should focus on respecting themselves and those around them.

As educators we should strive to model this value for our students as they learn from our actions. We should encourage our students to treat others with kindness and respect, and to be mindful of their words. We should also provide students with the opportunity to practice this, through activities such as group discussions and role-playing. Finally, we should reward positive behaviour to reinforce it.


 

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“Mastering the Art of Productive Reconciliation Meetings: A Step-Step Guide to Success”

Teaching often feels like a juggling act, demanding our full attention and skill to manage successfully. Within the classroom, a complex tapestry of diverse personalities, unique learning styles, and unforeseen challenges unfolds. Educators frequently encounter moments when things go wrong, leading to disagreements, misunderstandings, and conflicts that disrupt the harmonious learning environment we aspire to foster.

For dedicated educators, the question is not whether these situations will arise, but rather how we choose to address them when they do.

In this article, we embark on a journey into effective classroom management, focusing on navigating unexpected challenges. Our goal is to explore the art of orchestrating positive reconciliation meetings—a powerful tool in an educator’s took kit.

Join us as we explore a comprehensive step-by-step guide that equips educators with the knowledge and strategies necessary to facilitate successful reconciliation meetings. Discover how these meetings can transform challenges into opportunities for growth, fostering empathy, understanding, and a sense of community within your classroom.

As educators, it is important to engage in self-reflection when things go wrong, embracing opportunities to learn from our mistakes and take corrective action. An open mind and receptivity to feedback are essential qualities in this regard.

Arranging a reconciliation meeting with the student takes precedence. These meetings offer a structured and compassionate approach to conflict resolution, relationship mending, and the cultivation of a more harmonious learning atmosphere. The educator should dedicate time to understanding the student’s perspective and any underlying issues before initiating the discussion.

Conduct this meeting as promptly as possible, in a quiet and private setting. It is crucial that the student feels heard and valued, knowing that the educator is receptive to their perspective. Open and honest communication from both parties is essential to resolving the issue.

During this meeting, you will have the opportunity to listen to the student’s perspective and share your own experiences, collaboratively seeking a long-term solution to the issue at hand. Through this process, the educator can build a stronger relationship with the student, demonstrating a commitment to their success.

Consider asking the following questions:

  • Can you explain the reasons behind your actions?
  • What were your expectations for the situation?
  • Do you have suggestions for preventing a recurrence in the future?
  • Is there anything I can do to support you in avoiding similar behaviour?
  • How can I help remind you if this behaviour happens, so I can re-focus you?

Demonstrate patience while actively listening to the student, avoiding assumptions. Seek clarification and summarise their statements to ensure mutual understanding. Maintain effective eye contact and employ positive body language to show your interest and engagement in the conversation. These actions also foster trust and respect between educator and student.

Emphasise the importance of starting with a clean slate for the next lesson. This reassurance allows both student and educator to begin anew, unburdened by past grievances or misunderstandings. It provides an opportunity for the educator to focus on the student’s current progress and set new goals for the future, promoting a positive learning environment that encourages student success.

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Are you a teacher?

Are you experiencing any of these behaviours in your classroom?

Do you dread teaching a particular class or student?

Cannot wait until your lesson is over so you can breathe.

Who is so stressed out and frustrated that students will not respond?

You lose your voice a lot because you must shout to get the attention of your students

You are in the right place if any of these apply to you.

Whether you are a new or experienced teacher, our resources can help you take your teaching to the next level. We offer a wide range of topics such as classroom

management,lesson planning, student engagement, and more. We can provide guidance and advice to help you create an effective and successful learning environment. By implementing these strategies, you can help students reach their full potential and you get to enjoy your teaching profession.

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A guide to behaviour management

Effective Strategies For Managing classroom behaviours

Do you have trouble managing challenging behaviours in your classroom? Several years ago, I felt the same way. In my attempts to get students to listen to me, I lost my voice so many times. There was always chaos in my classroom, and little or no work was completed.

My learning curve was steep until I discovered what the most effective teachers do to get the best learning atmosphere for their students.

There is no question that behaviour management is a skill that can be learned just like any other skill that can be acquired.

Our team is here to help you!

The goal of this guide is to provide you with the 5 know and tools you need to effectively manage classroom behaviour. 

1.Understanding behaviour

Find out what happens before the behaviour, what happens during the behaviour, and what happens after the behaviour. When you understand this sequence, it is easier to identify triggers and patterns.

The purpose of behaviour is to serve a particular purpose. Learn about the reasons behind behaviours, such as attention-seeking, escape, sensory stimulation, or tangible rewards. It is important to understand the function in order to devise intervention strategies.

2. Clear and Consistent Expectations

Setting realistic expectations, establish clear and realistic expectations that take into account individual abilities and developmental stages. A consistent expectation helps prevent confusion and frustration.Communicate these expectations in a positive and straightforward manner, ensuring that all individuals involved understand the rules and consequences.

3. Positive Reinforcement

Harness the power of positive reinforcement to encourage desirable behaviours. Offer praise, rewards, or privileges when individuals exhibit behaviours aligned with the desired outcomes. This approach promotes a sense of accomplishment and motivation.

4. Effective Communication

Open and respectful communication is key to resolving conflicts and preventing misunderstandings. Actively listen to concerns, express empathy, and provide guidance on appropriate ways to express feelings.

5.Patience and Persistence

Remember, behaviour management is a journey, and with the right strategies, dedication, and support, you can create a positive and thriving environment for students.Behaviour change takes time. Be patient and consistent in your efforts. Celebrate small victories and maintain your commitment to long-term progress.Lead by example. Demonstrate the behaviours you wish to see in others. Modelling appropriate conduct can positively influence those around you.

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