Early years/ infants teachers- any words of advice for a PGCE student?(14 Posts)
Make sure you know their discipline and reward system very well, so you know the sequence and can use it confidently.
Stickers and praise work well, as does a calm, low voice. Make sure you know the names of the people you might need to ask for support.
Find out why the school is challenging and think of positive approaches to activities, whilst bearing H&S in mind. Check your pairings/groupings of children so that potential catalysts are avoided.
Be pre-emptive rather than reactive.
If there are a large proportion of children who have had low starting points they may still be very reliant on practical activities, visual communication and objects of reference.
Unconditional positive regard.
Make time to meet their emotional needs.
Routine, routine, routine!
Also, I have been a specialist teacher for children with challenging behaviour (EBD/ ASD etc) for 10 years now and I would still give myself at least 4 weeks to settle a new class. Give yourself time to get them where you want them- you have to get to know what makes them tick and have a chance to show them they can trust you.
How long is your placement OP, and do you have a good working relationship with the class teacher and your mentor/tutor?
Let's hope you are as lucky with the class teacher.
All of the above!
Routine and consistency
Implementing the behaviour policy to the letter and knowing who to call on when you need to do so. Give lots of praise, stickers etc. Be calm and confident at all times.
Be organised - plan and prepare your lessons thoroughly. Check that you have differentiated your lesson to the right level for all groups of children. Make lessons exciting and engaging. Don't keep children on the carpet for too long.
Utilise TA support effectively.
Speak to the class teacher about the children with the most challenging behaviour beforehand and ask for strategies that work most effectively with those children.
Watch her manage the class and note what she says, how she says it etc.
I would advise 10 mins on carpet unless all actively engaged with little whiteboards etc. They should sit and listen to stories really nicely.
I would expect everyone to be sitting properly and quiet before I began. Yes, I would definitely wait until you have everyone's full attention.
Phonics 20 ish mins
Literacy and numeracy - infants take a while to write and do number work so lessons can be 45 mins to 1 hour in my experience.
Plenaries - I like IWB activities
I play lots of bingo games, which the children love! We also play lots of different games and do lots of partner and group work.
When it's handwriting or independent writing, I play classical music.
Don't underestimate how long it'll take them to eat their milk and fruit, get changed for PE, ready for playtime etc. These things and transition times can eat up lots of your day, if you're not careful.
I think it's important to have high expectations of the children and not to see them as 'little ones' if you see what I mean. Talk to them normally (don't patronise them) and don't do things for them that they are perfectly capable of doing themselves.
Sorry if all this is obvious and I'm coming across as condescending! (It's late!)
Clear expectations of behaviour. Either follow the class rules or devise something simple.
Lots of praise/stickers.
Songs to sing/clapping etc
Carpet spaces/Talk Partners are a good way to crack behaviour.
'Songs to sing/clapping etc'
I do that, along with counting patterns and instructions etc. It's more effective than waiting silently for the carpet to be silent. You get a core following you, then the rest fall in and the holdouts realise that they aren't centre stage any longer, or they are missing something.
Join the discussion
Registering is free, easy, and means you can join in the discussion, watch threads, get discounts, win prizes and lots more.Register now »
Already registered? Log in with:
Please login first.