2. The Corridor
Pupils gathered in corridors, waiting for the teacher to arrive, can often signal not only a late, but a difficult start to a lesson. If this wait is lengthy, pupils can become noisy and unruly, sometimes disturbing the learning already taking place in nearby classrooms. Pupils are clearly not to blame for the late arrival of staff. The establishment of clear expectations of pupils' behaviour outside the classroom, school systems for when a teacher is unavoidably delayed, and teaching strategies which get pupils into the classroom as quickly as possible help to get the lesson off to a good start and minimise the amount of teaching and learning time lost.
Assertiveness is a term often used when describing a desirable 'style' for teachers committed to promoting effective learning and positive behaviour outcomes. Assertiveness is typically used to describe the position a teacher assumes between being 'too soft' and 'too hard' in areas such as - stating expectations; giving praise or reprimands; involving the class in decision making such as seating arrangements, noise levels etc. The assertive teacher is usually thought to have got their 'style' just right. Each of the teaching styles represent, in a variety of class and corridor situations, assertive, aggressive and passive styles. Consider the pros and cons of each 'style'. Are there particular pupils in 8PT who might benefit more from one 'style' than another? Is it likely that one of the three 'styles' achieves better learning outcomes than either of the other two? Explain the reasoning behind your views to a colleague. How do you think the characteristics of assertive teachers can be translated into effective teacher skills? If you think of your school are these 'styles' apparent? Does one particular 'style' seem to dominate? Does the balance or the domination of one 'style' appear to have any impact on the ethos of your school? How might staff in Joyner School or your school develop these skills or support others in doing so?
- In your school, what systems do you have in place to ensure that staff and pupils have a prompt start to lessons?
- In the corridor scene, what are your impressions of the relationship between - pupils - pupils and staff - staff. Comment on any individual pupils you have noticed
- In the corridor, there seems to be some confusion about the school's procedure for when a teacher is late to class. Alison asks why pupils are not in the classroom, while the pupils think they should wait outside. Who is right? What would you do? How would you deal with it?
- What is the procedure for when a teacher is late to class in your school? Is the system consistently applied? What advantages or disadvantages does this procedure have in terms of a smooth, positive and effective start to lessons?
- Should a whole class detention result directly from particular members of a class being noisy in the corridor: - in this school? - in your school? How would you deal with this situation? What impact do you think this sanction will have?
- What is the value of whole class detentions in promoting positive behaviour and good attendance? Reflect on this in terms of the relationships between staff and pupils, and pupils' motivation to learn? In your school, what kinds of behaviour results in detentions for - individual pupils? - whole classes? Is there consistency across the whole school?
- Where do you think detentions might sit within a hierarchy of consequences: - in this school? - in your school?
- Describe any alternative approaches to detention in your school or that you would like to see. Are these systems effective in promoting positive behaviour? Can you explain why?
- What purpose do detentions serve in developing behaviour for learning? How does your school engage the support of the whole-school community for its detention system?
Assertiveness, Positive Relationships,
Article Id : 15179
Date Posted: 2/3/2009