Take Control of the Noisy Class: From chaos to calm in 15 seconds
Format: PDF / Kindle (mobi) / ePub
Do you struggle to get students to listen in your lessons? Do you find students dragging their heels to your lessons only to battle with you from bell to bell? Are you fed up with students who talk over you and ignore your instructions? Are you tired, drained and worn out because of low level disruption, disobedience and defiance? Do you long for a workable, practical system to help you take control and enjoy stress-free teaching? If you answered ‘yes’ to any of those questions you’ll love the highly effective, proven strategies in Take Control of the Noisy Class! Teacher-trainer Rob Plevin explains a clear, step-by-step plan for successfully managing the most challenging individuals and groups in today’s toughest classrooms. Written in a friendly and accessible style, and packed with powerful, fast-acting techniques - including a novel tactic to get any class quiet in 15 seconds or less - this book helps teachers transform their ability to connect and succeed with hard-to-reach, reluctant learners. Even if you have never had ‘the class from hell’, you’ll find hundreds of practical, useable ideas and interventions to meet students’ needs and create a thoroughly enjoyable classroom climate for all concerned. Take Control of the Noisy Class! provides teachers with a proven system for dealing with disruptive, inappropriate behaviour in the classroom, enabling them to create calm, positive learning environments and trusting bonds with hard-to-reach students. Discover: effective behaviour management strategies, the power of routines, instructions and consequences, the importance of relationships, tips and tricks for tackling misbehaviour, proven techniques for getting a rowdy class’s attention, strategies for maintaining lesson flow and a positive learning environment and effective classroom management strategies which curb misbehaviour and prevent it reaching the stage of involving the senior leadership team and school behaviour policy. Super-effective classroom management strategies for today’s toughest classrooms. Relevant to teachers of all subjects and age groups - across primary and secondary schools. Ideal for individual teachers and leaders or as the basis of whole-school INSET.
Rob Plevin is a behavior management trainer who has successfully taught in some of the most challenging settings. As a deputy head teacher he helped take a pupil referral unit out of special measures; Rob believes that any situation can be turned around, no matter how tough. No stranger to behavior issues himself, Rob was politely 'asked to leave' school as a teenager. Despite his rocky route through the education system he achieved his dream of becoming a teacher. Rob now runs training courses internationally for teachers, lecturers, parents and care workers on needs-focused teaching, behavior management and student motivation.
might start with fairly innocent activities such as doodling or passing notes, but left unchecked these activities become increasingly disruptive: getting up and walking around, throwing things, shouting silly comments, dishing out abuse to the teacher, not doing work, tapping pencils, refusing to follow instructions, dictating their own terms, using mobile phones and so on. What results is the typical behaviour problems arising from frustration and dissatisfaction – from needs that have not been
empowerment, they will assert themselves in their own way. And if you don’t help them feel valued, they will opt out and form troublemaking splinter groups. (Have you ever wondered why gangs are so appealing to young people?) Throughout this book I will present some ways of satisfying these three key needs in order to help you prevent and deal with a large proportion of problems in your classroom. I call the underlying framework the Needs Focused Approach™, for obvious reasons. I don’t claim
wasn’t positive (not necessarily negative, just ‘not positive’). When I looked at the results at the end of the lesson I was amazed. Almost everything I had said during the lesson had been in response to students doing something wrong – ‘Sit down,’ ‘Be quiet’, ‘No, not like that’, ‘Don’t do that’, ‘No’, ‘When I say so,’ ‘Stop punching me’. My whole lesson was a continuous stream of corrections, instructions, commands and negative statements. And I discovered that I hardly ever acknowledged the
fear of failure kicks in and manifests as a range of work avoidance strategies – from point blank refusal to pick up a pen all the way through to flinging their chair across the room, kicking the waste bin and stropping out of the room, as well as pretty much any other act of silliness or general disruption you can think of. Targets give students confidence in their abilities to complete a task; they make success achievable and attainable – a rare opportunity and a huge relief for many challenged
making you look totally incapable. There are two very effective ways to avoid this while still harnessing the support of your colleagues: coded offers of support and temporary parking. Coded offers of support I first came across coded offers of support when I was working at a centre for young people with extreme behaviour problems. Staff were frequently called on to physically restrain students in order to prevent fights and damage to property. On this particular occasion I found myself