What your teachers don't know and your students can't tell you.
Author: Mark Nicolaides
www.easyclassroommanagement.com
Chapter 1: The essentials
Chapter 2: Your state of mind
Chapter 3: Your appearance
Chapter 4: What to say to a class
Chapter 5: How to speak to a class
Chapter 6: Body Language
Chapter 7: Success Habits
The author has been a teacher for the last 13 years and aims to share his experiences of trying to gain the "compliance" in the learning environment with young students. He claims that everything in the book works but if you want to get something specific out of the book then use the chapter headings for your particular need.
Chapter 1: The Essentials
This chapter aims to cover your need to be a leader and the basic psychology of students.
As a teacher you are the leader. Pupils expect it and they will only follow someone who they believe they can trust. He states that ALL children:
- on the outset want to learn
- they want to be liked
- they want approval from the teacher
- they want to feel safe in the classroom
- they want to feel important
- they want to be inspired
If this is not happening in your classroom then their basic needs are not being met. However, if basic rules are followed in each lesson this will go a long way to achieving the above points.
Chapter 2: Your state of mind
This is the most important element you can control to influence your classes. The author recommends a film called "The Secret" because it gives an insight into the essential mechanisms in which we can create anything in our lives. If you believe you are a good teacher then the rest should follow. It recommends that preparing for a lesson is vital and gives a check list of what to do- tell yourself you are a good teacher and visualise a well behaved class.
I think these ideas are good if you are starting out in your teaching career or are having massive problems with your class, but not something you would have time to do before every lesson.
Chapter 3: Your appearance
It is true to say that people send out signals all the time. How we look is the first thing pupils take in when they walk into your classroom. This chapter basically makes you think and assess what messages your clothes say about you. I think common sense on this one prevails- nothing to revealing or scruffy. He advocates a suit as a good idea to give a signal of authority. I am sure that individual schools will have their own policy on dress codes for staff.
Chapter 4: What to say to a class
Again, I think this chapter would be great for NQT's (Newly Qualified Teachers) wanting to make a great first impression. It encompasses your initial first impression and how to put the class at ease. The author gets you to ask questions of yourself and how you want to be perceived as a teacher. He gives 4 useful points for "good protocol" to use in any new class:
1. A formal meeting and greeting of each pupil
2. Register
3. Two minute introduction of yourself
4. A well structured lesson
The rest of the chapter covers putting the children at ease, really liking the children you are in charge of, how to give instructions, repeating key words and phrases and if you make a mistake to apologise for it.
I think one of the most important sections in this chapter is how to deal with confrontation. Good advice is to take advice from other teachers after the heat has died down. Being emotional and reactive is the response that many trouble makers want.
Chapter 5: How to speak to a class
1. Be concise- waffling is an invitation for trouble for children who get bored easily.
2. Speak faster, change pace, tone and volume- again all ways to keep children interested.
3. Use silences- for effect in the right place!
4. Never shout or get angry- It is true that this baits certain pupils.
The chapter finishes with ideas on how to speak persuasively. A 3 to 1 technique is recommended- give them 3 plausible reasons that are not your motive to do something and then tell them the actual reason. He gives three examples of how this works and it is about the yes/no balance. In my mind a positive before a negative works better. I think this idea is really a matter of opinion. You will know how receptive your class are to getting things done.
Chapter 6: Body language
This chapter covers all areas of the body! Head, eyes, arms, hands and non-verbal communication. The author goes into the psychology of different bodily gestures. For example, folding arms means you are quite defensive. There is a good do's and don'ts list at the end of the chapter for overall good body language.
Chapter 7: Successful habits
This gives a checklist of how to be a successful classroom practitioner. He is quite right when he says that we must be role models for our students. How we are has a massive influence on our young charges. Trust is key in successful classroom management. Other important areas mentioned are- consistency in your style of teaching, routines for lessons, classroom expectations and praise and sanctions. There is a useful list of sanctions that you could use. He finishes off by discussing the importance of planning and understanding why pupils misbehave. Again he goes into the thinking of why children feel like they have to misbehave. There are some guidelines on how to make breaking the rules less rewarding.
This is a very positive books packed with lots of ideas. It makes you analyse your own classroom practice and could hold answers if you are lacking in a certain area. It is a well laid out book if you just want to dip into it for something specific.
Anna Crichton
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