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 →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 →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 […]
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