Download PDF by Ramon Lewis: Understanding Pupil Behaviour: Classroom management

By Ramon Lewis

ISBN-10: 0203883918

ISBN-13: 9780203883914

This ebook describes a method of winning school room behaviour administration concepts constructed through the writer over extra than twenty-five years. It outlines the problems confronting lecturers attempting to deal with scholars’ misbehaviour in faculties and describes 4 forms of pupil who could be helped to act responsibly.

In Understanding student Behaviour Ramon Lewis explains how scholars’ behaviour will be classified and the way suggestions may be brought to accommodate each one class, even though demanding the behaviour could be. The booklet is going directly to offer a framework for long term dedication by means of academics to supply potent interactions with students.

Teachers, PGCE scholars and academic advisors searching for a convenient advisor to tried-and-tested behaviour administration concepts, in addition to these in need of a source for supplying INSET education at the topic, will locate all they wish during this available ebook.

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Extra resources for Understanding Pupil Behaviour: Classroom management techniques for teachers

Example text

This is particularly important when a new activity is being initiated. Keeping pupils interested A pupil’s interest in learning can be stimulated and maintained in a number of different ways: • • • • • Vary the volume, speed and tone of your voice. g. whenever possible say why it is useful, important, interesting and/or exciting). Vary the manner in which you teach. This includes using a variety of procedures such as assignments, debates, excursions, guest speakers. g. films, videos, the overhead projector, data display, interactive whiteboard, posters, objects).

Who are the pupil’s best friends, worst enemies, or casual acquaintances? What does the pupil think of his or her schoolwork and other teachers? What does the pupil feel he or she is really good at? What is the pupil really interested in? Does the pupil know I am aware of his or her competencies and interests? How often have I had the pupil help me in a meaningful way? If you are unable to answer many of these questions it is likely that the main reason is your inability and/or lack of willingness to spend time with the pupils in question.

The pupil deserves it for behaving so badly. Only 20 per cent of teachers agreed or strongly agreed with each of these reasons. Consequently, there appears less support for both attribution and attachment theory. However, much more work is required before the contribution of the competing theories can be fully appreciated. Teachers’ self-defeating attitudes Since efficacy theory appears most relevant to explaining teachers’ unproductive treatment of challenging pupils, a brief analysis of teachers’ attitudes is useful.

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Understanding Pupil Behaviour: Classroom management techniques for teachers by Ramon Lewis


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