By effectively managing behaviour in the classroom, your students will benefit and you’ll enjoy your teaching more.
On this course, you’ll explore how your own behaviour influences your students’, and learn how to control your emotional responses when you’re interacting in the classroom. You’ll discover the latest techniques in classroom management and develop your capability to achieve consistency.
You’ll also learn how to properly recognize positive behavior from your students and build trust in your classroom. You’ll be supported by other teachers experienced in behavior management.
· Week 1
Managing your own behaviour to influence theirs
Welcome and getting started
Before you get started take a moment to meet the educators and mentors who will support you through the course. There’s also an opportunity to meet your fellow learners and some advice on planning your learning journey.
The foundation of any behaviour management is your ability to control yourself before you try and control others.
Impact of adult behaviour
The only behaviour that you have absolute control over is your own. The behaviour of teachers directly impacts on the behaviour of their learners.
Teaching spaces where emotional responses from the teacher are the norm can be difficult and frightening places to learn.
Interacting with students
It’s a fact that you can’t make anyone do anything without their permission or choice to complete the actions you require.
· Week 2
Using rules and routines to achieve consistency
Last week we looked at how you can manage your own behaviour to influence the behaviour of others. This week we consider how you can use routines and rules to achieve consistency in behaviour.
What rules operate in your teaching space?
Your personal teaching routines introduce certainty into the chaotic lives of the 30 students in front of you.
· Week 3
Intelligent use of recognition to motivate students
Question and answer session
The course educators answer your questions in the first of two Q&A in this course.
Recognition or reward?
You can’t buy students off with material rewards and expect them to sustain good behaviour.
Techniques for recognition
How to use recognition to motivate students.
As a teacher, influencing the way a student feels about themselves, you and your subject, is in your hands and there are simple things you can do that take little time.
· Week 4
Reducing friction when students behave badly
Considering ways to reduce friction when students behave badly.
We’ve all had days and specific times in a lesson when we feel exasperated with a student and we find it difficult to know what to say in the moment.
· Week 5
Reparation and restorative practice
Question and answer session
The second question and answer session with the course educators reflecting on your comments.
This week we look in detail at reparation and restorative practices.
Whatever setting you are working within, restorative practice techniques can transform behaviour, restore and – crucially – improve relationships.
Reviewing your professional development
Review your professional development and plan your next steps to sustain and develop the way you plan for learning.
Managing Behavior for Learning is a continuing professional development (CPD) course designed for teachers of science, technology, engineering and mathematics (STEM) subjects, focusing mainly on the context of UK secondary schools and colleges.
Although the course draws from examples experienced in the UK, the material covered is relevant to an international audience and to non-STEM teachers.
By the end of the course, you‘ll be able to…
- Assess how your own behaviour influences the behaviour of your students.
- Apply rules and routines to achieve consistency.
- Apply recognition intelligently to motivate students.
- Demonstrate how to reduce friction when students behave badly.
- Develop reparation and restorative practice.
- Accredited CPD Certificate.