RiTES Teacher SeminarWed 2 Dec 2009

Gillean.McCluskey@ed.ac.uk

Session planCore challenge - classroom managementContexts in Scottish schoolsKey questionsDealing with DisruptionAuthority or Authoritarianism?Conclusion

Core challenge If asked to imagine a single image of ‘teaching’,

what would it be?

Modern nursery, primary and many secondary schools are often ACTIVE and sometimes NOISY

Can people learn through play and activity?What does learning mean in these situations?What does learning look like in these situationsWhat does the teacher do?

What else do we need to know about the context of teaching in Scotland?Policy and social context

Discrimination (and the equality strands)Setting by abilityExclusion from schoolPupil engagementBullying and learningOther issues e.g. ADHD

So if this is the context, how do teachers maintain authority?

Consider the following:Extrinsic rewardsIntrinsic rewardsEthosRelevanceLearning and relationshipsTeacher as reflective practitioner

What are the key questions in classroom management?‘Clear rules and sanctions’. Does this work?How can I balance the needs of the one loud,

demanding child with the needs of all the other children?

Does learning affect behaviour OR behaviour affect learning?

How can I teach a child with additional support needs when I don’t have the training or skills?

Dealing with Disruption

DVD excerpt and discussion

The Authority inventory

‘Skanting’

How do pupils know they are doing well?

Think of 3 things you do wellHow do you know?

Think of 3 things you want to improveHow will you know when you are improving?

•Children want to engage with learning(EHRC 2009)

•Children face significant challenges in UK(UN commissioners reports 1995, 2002, 2008)

Teachers make a difference•(Munn et al 2009)