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 →Stage 1: Moving from Blissful Ignorance to Recognising Stark Reality When I started teaching, I thought that my experiences in my final year practicum had prepared me for managing student behaviour as a qualified teacher. My first week of relief teaching proved that I was wrong. I attended my first Graduate Teacher Module with literally […]
Continue reading →As I learnt in Graduate Module 1, there are four stages in skill development, and this has particular relevance to teachers’ use of behaviour management strategies. I am currently seeking permission to reproduce a definition of this model from the MindTools website. Until then, please visit this link for a full definition. The Four Stages […]
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 →The 3 R’s: Relationships, Respect & (Shared) Responsibility In the course of their everyday work, a teacher takes on many roles – teacher, guide, role-model, learner, authority figure, confidante, disciplinarian, communicator, and the list goes on. Teaching is so much more than “chalk and talk”, and our students are not the “empty vessels” of Charles […]
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 →On my final student teaching experience in 2008, I taught what I thought to be a Year 3 “class from hell”. I was an inexperienced and vulnerable student teacher, exhibiting a complete lack of confidence in my teaching and behaviour management abilities. I then found myself teaching one of the largest and most difficult classes […]
Continue reading →I have found classroom management a very complex topic to learn about, let alone write about, so I have divided it up under four major headings: Classroom Management – Creating a Learning Environment which Works Behaviour Management – Strategies for Dealing with Student Misbehaviour Complex Behaviour Situations – Dealing with Aggressive/Violent/At-Risk Children/the “Class from Hell” […]
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