PGCE - behaviour management

[funnymummy2931]

Hi, title says it all really. I'm struggling with it in a nutshell. It's a small class that just see me as a helper.
Any advice would be great, thanks.

Model their teacher, if she/he has strategies that work with this group use them, even if it isn't your proffered style.

Consistency of approach is key.

Also, consider your posture, body language, facial expression, and tone of voice. In short, ACT like a teacher, get treated like a teacher IME.

Watch carefully other members of staff for this, you will begin to see the differences between senior staff or the most effective behaviour managers and others.

Why do they see you as a helper?

What strategies have you been using so far and what has happened?

Agree with lottie you need to act as a teacher. They'll be trying it on, they always do with newbies. Have you read sue cow lets how to get the buggers to behave? Excellent book. And if you have any frees in the school ask if you can observe other teachers with same class

Sue cowley

I have been in the same school since September (school direct route) and never really had much opportunity to have full control on the class. Lots of group teaching out of the class, but not a great deal of whole class.

One of the girls said I was the best helper they had had! She is only 7!

Thank you for the book info, I'll see if I can download it.

If you were a helper and are now a teacher, then the best way is to change things around a little. Move the desks or do a new seating plan; start having most excellent starter activities that mean they have to engage with different partners. Shake it up a little.

One tip I was given as a newbie- look very smart and the students and staff will take you more seriously.

Know when to turn a blind eye and when to have a quiet word, teenagers often react a lot better to a raised eyebrow and a little chat after class than to a telling off in front of their mates. Of course bigger things need a reaction straight away, but try to do it calmly so as not to disrupt the flow of the class.

Watching the most experienced teachers might not be the best thing as they are so good at keeping students in line the students don't try it on. Try to watch someone who has been teaching for two or three years and see how they deal with students.

Not quite the same, but I am a TA and used to get the same issue if I ever had to take control of the whole class. I find using the same reward/consequence strategies as the class teacher helps, eg so they realise that you too have the same authority to move them to the happy face/take off 5 minutes of their golden time etc. Also praising the ones who ARE doing what you want eg 'well Jack's showing me that he's ready to learn... and so is Katie... and so is Ben... I'm still waiting for Amy..' My class teacher does this a lot and it really works.

Ah sorry I thought you were secondary, ignore my post!

I have never been a helper, I was introduced in September as a training teacher, but never really had the opportunity to be one. The teacher/mentor is lovely but has very specific ways of doing things ie she does: register, getting ready for assembly, playtime etc. All the things were the children can play.

I've suggested a few things but they are a bit overlooked.

A friend who took school based training route wore black the entire time (sometimes with white T or shirt) and only started wearing colour 4 years post qualifying. She looked so smart compared to us Scruggs and had no control issues! Wonder if it was psychological?

I think if rewards were given it would be a big help. No golden time in this school :(

Would your teacher object if you brought in stickers? Smelly ones are always a big hit!

Very tricky - some schools and teachers do seem to use school direct as a way to get classroom assistants, not only unpaid, but the school gets paid to 'train' them. I have seen a gleeful email from a head teacher 'selling' the idea of school direct unsalaried to her staff on that basis . You need to speak to the academic provider, they should be on the ball about the schools that are not giving proper training.

I would echo what MrsYoung says - you are undergoing a course of training which should be giving you plenty of help with strategies for behaviour management. The fact that you are reduced to asking for help on an internet forum speaks volumes about the poor quality of your training provision. Speak to your University supervising tutor as well as your Mentor and insist upon getting the training you are entitled to.

School Direct is a complete shambles - but that's another thread.

Agree with Mrs Young- this isn't about strategies, it's about the children's perception of your role.

Children are acutely aware of the hierarchy in schools, and they simply do not see you as a teacher.

I would therefore approach the school asking for teaching opportunities to be increased; I would also enlist the class to help you 'become' a teacher. If you can sit them in a circle, this makes it a little easier to hold a discussion. Ask them, one by one, what they think makes a good teacher. Structure this by asking them to say "I like it when...", and also "I don't like it when...". You could ask them at this point what makes a teacher different from a helper/TA etc. Explain that you are learning to be a teacher, and ask them for their advice. Then ask them how they are going to help you to learn (listening when you are speaking, etc.). Explain that some things you do will be different from their usual teacher, and that people teach in different ways. Give them an opportunity to tell you appropriately if they think you should do something differently.

I would then hold these sessions regularly for feedback as to how you are doing. If you can record these sessions you may be able to use them in your portfolio.

Thank you for all your replies, I am seriously thinking I should of done the University way instead.

Funny the SD unsalaried people I know are in a similar position. I have advised them to make their views known calmly but assertively to their provider. (Sorry if this is off topic, but the SD is an ill-thought out scheme, and it is vital that those caught up in it make their concerns known. Schools are at this very moment recruiting for next year. Those who are more responsible are going the SD salaried route - the less principled are taking on SD unsalaried as funded TAs )

I was on your side until you put 'should of'

Don't be unkind Reluctant there's no need for it.

Not unkind, just honest. It'd be worse if a pupil picked her up on it.

"Control of the class" "should have".
I'm not being unkind neither. My daughter is 10 and would pull you up on both of these.

A constructive reply.
Does your course have an element of peer observation and can you ask your mentor for direction with this?
I ask as my mentor was really good, over worked with little time, but really wanted to help.

The best and most straightforward way to do this is quite simply.... Teach more! The more you sit around / observe / just circulate while the class teacher is taking the lessons / help struggling children / work with small groups, the more you will be seen as a "helper". Get stuck in, take full responsibility for teaching the full timetable, do the admin yourself etc, the more the children will see you as their teacher. Of course, this means more planning etc, but you will find it more interesting and enjoyable - believe me! Plus it should make classroom management easier, as you are the sole person in charge.

Shy Completely agree! The problem is where the class teacher is scared to relinquish control - there are a lot of very insecure teachers out there!