When formulating my “Jigsaw Approach to Classroom Management” back in 2008, I made the following observations: A safe learning environment relies on positive teacher-student relationships and positive peer relationships. Teachers can develop such relationships by taking a meaningful interest in their students’ lives, and promoting an anti-bullying ethos through their words and actions. Make an […]
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 →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 […]
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