Behaviour management are relevant issues for every teacher, as I was also trying to build good relationships within a short period of time, I needed to find the balance between the two (Larrivee, 2009). Showing a strength in recognising what strategies to use and when were significant in reaching my desired responses. Children are very reactive, either in a negative or positive manner, to the ways teachers respond to them. Therefore, choosing the right tone and method in each circumstance will promote a favourable outcome (The Australian Council for Educational Research, 2008). Following on from my mentor teacher’s behavioural strategies worked for a while, however, I began to notice that the students were not responding to me as much as her during the second week. I used my initiative and researched some behaviour management strategies and found
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It was apparent that getting down to their level to have eye contact showed them I was interested and attentive. This encouraged and strengthened communication as they began to tell me about themselves. They thrived on my attention and this was evident as they found me approachable to support them in their learning. Being approachable is vital if teachers want students to feel confident and capable and know their teacher is there to help (Gibson, 2010). Not long in to my time in their classroom most of the students were calling for my help and often I would look up to have a long line of students waiting. My mentor smiled at me and said that is a perfect sign. Effective communication, both verbal and non- verbal, are paramount to establishing relationships that indicate dedication and commitment (Gibson, 2010). As this was during my observing stage, it helped me immensely when it came to planning. Understanding their interests, personal attributes and intellectual development are key to planning for their needs (Kearns,
It was apparent that getting down to their level to have eye contact showed them I was interested and attentive. This encouraged and strengthened communication as they began to tell me about themselves. They thrived on my attention and this was evident as they found me approachable to support them in their learning. Being approachable is vital if teachers want students to feel confident and capable and know their teacher is there to help (Gibson, 2010). Not long in to my time in their classroom most of the students were calling for my help and often I would look up to have a long line of students waiting. My mentor smiled at me and said that is a perfect sign. Effective communication, both verbal and non- verbal, are paramount to establishing relationships that indicate dedication and commitment (Gibson, 2010). As this was during my observing stage, it helped me immensely when it came to planning. Understanding their interests, personal attributes and intellectual development are key to planning for their needs (Kearns,