As a relief teacher, I’ve come across many tough and extremely challenging classes, taught by graduate and experienced teachers alike. Walking into, and taking control of the ‘hard class’ is one of the greatest challenges of my job, and I have learnt that there is no “one size fits all” approach. These classes are hard […]
Continue reading →A ‘problem’ behaviour is a particular behaviour, defined by its context, intensity, and frequency, which is expressed in an inappropriate social situation (Conway, 2005, p. 211). While a student’s ‘problem’ behaviours may offend, annoy, or irritate their teachers and peers, they are rarely meant to be spiteful. Such behaviours are associated with poor social skills, […]
Continue reading →As a relief teacher, I meet and work with challenging students on a regular basis; and it is fair to say that my 2008 school experience and 2009 relief teaching experience in a TRIBES school have defined my attitude and management approach towards these students. My experiences, observations, and professional learning in these schools underpin […]
Continue reading →This is a summary of the key ideas & strategies I learnt to employ while applying the ‘Theory of Bumps’ framework in my relief (substitute) teaching practice. For detailed explanations and descriptions of the framework and management strategies, I recommend obtaining a copy of Classroom Management: A Thinking & Caring Approach (Bennett, B. & Smilanich, […]
Continue reading →The “Theory of Bumps” (Bennett & Smilanich, 1994) is a framework which guides teachers’ responses to student misbehaviour along a continuum of severity. The Key Principles of the “Theory of Bumps” An effective teacher expects and plans for student misbehaviour as a natural part of the learning process. They aim to prevent or reduce the […]
Continue reading →Moving to a more student-centred curriculum To date, my experience with the Third ‘R’ has been limited to a form of curriculum negotiation in my Year 3 class of 2008, but what a story I have to tell … As I began my teaching experience, exploring our Under the Sea theme, my initial planned learning […]
Continue reading →The Third ‘R’ of an effective learning environment relates to developing students’ sense of responsibility for their learning and classroom environment. To effectively manage this long-term process, graduate teachers need to clarify their position in, and plans for their classroom learning environment. My personal approach has been influenced by my teaching philosophy and relief teaching […]
Continue reading →Let us return to my challenging Year 3 class in 2008; where over the course of eight weeks, I transformed an extremely difficult class into a vibrant learning community characterised by respect, empathy, honesty, an inviting atmosphere, and a lively exchange of ideas (Otero, 2001). This was brought about through the creation of a safe […]
Continue reading →Back in 2008, my reflections on my school experience and professional reading led me to develop a practical construct to describe my classroom management approach. The result was: My “Jigsaw” Approach to Classroom Management Key Ideas 1. The classroom teacher’s attitude to student misbehaviour underpins the effectiveness of their management response. 2. A safe learning […]
Continue reading →