1. Meeting a class for the first time
a. Don't forget to introduce yourself
b. State clearly what you expect of your pupils
c. Learn your pupil's names as quikly as you can
d. Help pupils to learn each others names
e. Help pupils to get to know each other
f. Make sure your pupils know how they will be assessed
g. Use the first lessons to find out what pupils already know
h. Explain which resources are available for pupils to use
2. Gaining attention and settling a class down
a. Try doing nothing first
b. Don't shout (yet)!
c. Take advantage of human curiosity
d. Drop a non-attender in it!
e. Have ways of making pupils listen.
f. People love praise.
g. Begin with a task.
h. Select some targets
i. Don't take chaos as personal affront
j. Few want to be left out of som fun
3. Coping with interruptions
a. Accept that you are in fact being interrupted
b. Keep track of where you were.
c. Accept that some interruptions will be important and necesasry
d. Be patient with colleagues.
e. Turn interruptions into positive learning experience
f. Keep individual feeling for individuals
g. Have somehing to do ready for anyone who interrupts
h. Watch your distance
i. Look for the cause of interruptions
j. Learn from colleagues
4. Learning namesd
a. Let pupils decide their names
b. Be careful with nicknames
c. Address question to named pupils.
d. make a map of the names.
e. Once you've got them, use them.
f. Make names visual
g. One step at a time
h. Take care with the repetitions
i. Make sure you have their names right.
j. Be persistent.
5. Avoiding disruption in your class
a. Establish a few clear rules for behaviour in your class.
b. Reward good behaviour immediately with positive feedback.
c. Deal with any misdemeanours before they become major incidents.
d. Establish what the sanctions will be for transgressing the rules.
e. Avoid unreasonable expectation of pupils - but don't demean them either
f. Look for signals.
g. Provide 'cooling-off' time
h. Investigate the causes of bad behaviour
i. Have ready something interesting to give the class to do.
6. Using blackboards
a. How visible are your etchings?
b. Aim for the top
c. Show your agenda
d. If your are left-handed, you may find writing on the blackboard difficult
e. Be heard as well as seen
f. Be prepared
g. Get your pupils' words on to the blackboard
h. Let pupils have a turn with the chalk
i. Use the blackboard as a classroom resource
j. Be careful with the rubber
7. Organizing pracitcal lessons
a. Check through the materials you require before the lesson starts.
b. Assemble your materials in labelled boxes or trays
c. Engage the help of the class
d. Make sure you have enough materials for everyone
e. Give short, clear instructions about the task required
f. Make demonstrations snappy
g. Establish firm rules of behaviour
h. Avoid the necesstiy for pupils to queue for your advice or opinion
i. Bring the class back together at intervals.
j. Evaluate the activity
8. Doing yard/bus/break duites painlessly
a. Get a whistle
b. make sure you know the rules
c. Be seen and heard
d. Wrap up warm on cold days
e. Try pairing up with a colleague
f. Pave the way
g. Have contingency plans for what to do if things go wrong
h. Keep your eyes peeled
i. If fights break out, think carefully about your interventions
j. Use suct duties as occasions when you can buil up good relations with pupils outside the classroom.
9. Ensuring equality of opportunity within your teaching
a. Check that you are behaving in the same way towards all pupils
b. Arrange that the group work is done in mixed-gender groups
c. Get your tongue round all your pupils names
d. Avoid discriminatory type-casting
e. Help colleagues to avoid discirmination
f. Watch your sense of humour
g. Raise pupils awareness of equality issues
h. Be on the look out for pupils whoe may be affeccted by inequality
i. Reflect equality in your own work
j. Don't let pupils get away with bias
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