By Bill Rogers
This ebook could be precious to lecturers and different schooling execs attracted to habit administration, self-discipline, and colleague help issues.
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Extra resources for Teacher Leadership and Behaviour Management
G. accusing the pupil of being lazy) so that we can show that we still feel positively about the pupil as a person, but it is the piece of misbehaviour we do not care for (Canter and Canter, 1992; Kyriacou, 1997; McManus, 1995). Reprimands have an important role to play in maintaining discipline because they are easy to use, whereas investigating and counselling can be very time consuming. However, frequent use of reprimands can create a nagging tone to the lesson which can start to erode the maintenance of mutual respect and rapport.
A public reprimand to a pupil is appropriate, and necessary, only when there is a speci®c reason to `go public', such as when we actually want the whole class to hear the reprimand as an implicit warning to others. A less disruptive use of a public reprimand is simply to call out the pupil's name in a tone that " " conveys that we noticed some misbehaviour which must stop immediately. Act pre-emptively. Reprimands aimed at pre-empting misbehaviour are more eective than those which follow only after repeated and prolonged misbehaviour.
Another pitfall for teachers is the tendency to elaborate on an instruction or to pose it as a sarcastic hint. This provides outspoken or challenging students with the opportunity to exploit the ambiguity and turn the tables on the teacher, as the following examples show. " Some students are chattering while the teacher is addressing the class. ' Students start counting each other, pointedly leaving the teacher out. " A student is gazing out of the window while the teacher works through a problem on the blackboard.