Teacher readiness

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Teacher readiness

• When the teacher brings to their classroom
  management a confident psychological readiness
  and consistent approach.

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Classroom Management

• Session2 Part 2

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Teacher readiness Group self reflection activity

• Reflecting on your current beliefs and practices
  
• What are some behaviours you can adopt to ensure
  that you maintain a positive perspective in the
  classroom?
• What strategies do you use to head-off potential
  problems before they arise?
• What do you do to ensure that you treat all
  students equally, including the naughty ones?
• What strategies do you use to prevent burnout?
• What strategies do you use to renew yourself
  after a conflict with a naughty student?

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Teacher readiness Active monitoring

• Effective classroom management occurs when
  teachers monitor their classrooms and address
  even the possibility of misbehaviour immediately.

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Teacher readinessActive monitoring

• Four teacher behaviours constitute active
  monitoring
• 1. Occupying the entire room
• - physically spending equal amounts of time
  in all sections of the room
• - developing patterns of movement for the
  particular activity going on
• - when standing still, make sweeping eye
  contact with the entire class.

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Teacher readinessActive monitoring

• Four teacher behaviours constitute active
  monitoring
• 2. Noticing the warning signs of
  potential problems
• - one or more students have not been engaged
  in class work for an extended period of
  time
• - a group of students keep looking at one
  another and smiling
• - members of the class are all
  looking at a specific part of the
  classroom
• - students giggle or smile when you
  walk to a particular part of the
  classroom
• - when your back is turned, you
  repeatedly hear scuffling, whispering or
  other noises from a specific part of the
  classroom.

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Teacher readinessActive monitoring

• Four teacher behaviours constitute active
  monitoring
• 3. Using a series of graduated actions
• - look at the suspected students
• - move in the direction of the
  students
• - address the students in question
  try to keep the incident from escalating
• - stop the class and let everyone
  know that something needs to be and that
  you will intervene
• - one or more students have not
  been engaged in class

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Teacher readinessActive monitoring

• Four teacher behaviours constitute active
  monitoring
• 4. Forecasting problems
• - occurs before students enter the
  classroom
• - paying particular attention to
  those prone to misbehaviour
• - note any incident outside of
  class that might stimulate misbehaviour
  

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Teacher readiness Being emotionally objective

• Exhibiting emotional objectivity asks us to
  behave in an emotionally objective way even when
  we dont feel like doing so.

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Teacher readiness Being emotionally objective

• Five elements constitute being emotionally
  objective
• 1. Recognising that you are an emotional
  being
• - your reactions are a normal part of the
  human condition
• - your thoughts and your feelings toward a
  particular student are not always
  attitudes that can be easily changed

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Teacher readiness Being emotionally objective

• Five elements constitute being emotionally
  objective
• 2. Monitoring your thoughts and emotions
• - reflect upon your emotional reaction to
  each student
• - spend some time working out why you
  have negative thoughts about some
  students
• - identify if events in your past may be
  the source of your negative thoughts.

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Teacher readiness Being emotionally objective

• Five elements constitute being emotionally
  objective
• 3. Maintaining a cool exterior
• - speaking calmly and directly to the
  student in a respectful tone
• - looking at the student without
  staring
• - maintaining appropriate distance
  from the student
• - being conscious of the look on
  your face

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Teacher readiness Being emotionally objective

• Five elements constitute being emotionally
  objective
• 4. Taking care of yourself
• - controlled breathing
• - meditation
• - funny movies and TV shows
• - special treats

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Teacher readiness Being emotionally objective

• Five elements constitute being emotionally
  objective
• 5. Preventing and recovering from burnout
• - positive self talk
• - exercise
• - good nutrition
• - make time for yourself
• - set work smarter instead of
  harder
• - be around positive people
• - remember the joy of teaching when
  you first started or realised this was
  your passion

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Teacher readiness Activity

• You are exhausted after weeks of evening
  parent/teacher conferences and late nights spent
  preparing student reports. What can you do to
  take care of yourself even when it seems that you
  have no time.
• In your group present this information in a
  visual way as a the poster

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Personalised Learning Task

• Choose a strategy you have learnt about in this
  session

Try this strategy in your classroom. Document
the circumstances in which you used this strategy
e.g. during a writing task, time of day, the
management issue etc. Reflect on the impact of
your chosen strategy on your classroom.
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Case studyA grade 7 classroom in Victoria