Surrey Homes | SH35 | September 2017 | Education supplement inside

freeimages.com/Ann-KathrinRehse;
Support
Network
Teacher Georgina Watford
discusses common
behavioural issues in the
classroom and what can
be done to improve them
How do you develop your own set
of rules for the classroom? Every
teacher is different and despite us all
following the school rules, as humans we
all implement them to a different degree
and in a different way. At times this can
be difficult for students to understand
and adhere to, but after having taught at
four different schools over the last eight
years, I have learnt to be very clear from
the outset about both my expectations
and the punishments rule-breakers
will receive. You then have to follow
through on both or it leads to confusion
and a disruptive atmosphere where the
students don’t know where they stand.
Consistency and regular feedback (both the
“WWW”– what went well – and the “EBI”
– even better if) are vital for a student to
feel they are able to work in your classroom.
What do you think causes behavioural
issues? They can sometimes stem from
learning difficulties such as ADHD,
but in my experience, they are a result
of either struggling with a subject or
actually being bored in class and not
challenged by it. It is a constant challenge
to ensure that lessons are aimed at the
class’s ability, but that you are also able to
support and stretch everyone in there.
Occasional lapses in behaviour are a
regular occurrence in every school, and this
is usually due to either problems within
friendship groups or issues at home. If
the poor behaviour is constant, it then
becomes a question of whether it is due
to disengagement with your teaching
(and that would then need to be resolved
by you) or a complete lack of interest in
school itself which becomes a matter for
heads of year and parents to discuss.
Also, the age of the student very much
affects their priorities in life, and this
obviously has an effect on their organisation
skills, their stress levels (exam years prove
to make students much more anxious),
and their effort with homework.
What steps do you take to avoid or calm
a problematic classroom situation? The
primary steps are to follow school rules.
Some schools have a warning system in
place which then leads to a child being
taken out of the lesson if they reach three
warnings; this is generally only used for the
more distracting/upsetting behaviour and
allows other students to get on with the
tasks set in a positive working environment.
Again, every teacher handles these
situations differently and when I first
started my career I regularly took
confrontation as a personal grievance
towards me. I now realise it is often a build
up of emotions from something that has
occurred earlier, outside of the class.
Students all react to reprimands differently,
so the first steps for me are taken right
back in September when the student
starts. I must ensure I know the student’s
needs academically, but I also need
to build a relationship with them that
ultimately leads to them enjoying my
lessons, feeling supported and challenged.
To avoid a problematic situation in
the first place usually involves reading
the atmosphere of the class and
reminding them to stay on task, while
also speaking 1-2-1 with the student
who appears unhappy to allow them
to discuss the issue they are having
and then seeing if I am able to offer a
solution. Often it can be just a question
of moving seats, voluntarily, to either
a seat alone or with someone they are
happier working with. Sometimes it just
means allowing the student to leave the
room to get a drink of water and a change
of scenery. If you know your students
then the majority of the time it becomes
obvious what solution will work best.
How do you try to help children to
overcome any issues that they may be
having at school? It really depends on
the issue. Academic ones, such as poor
performance or lack of understanding,
usually involve 1-2-1 sessions with a
student and helping them to overcome
any gaps they have in their knowledge.
This also then improves their outlook
in lessons, they become less anxious and
worried and they can build up their
SH Education Supplement
confidence with the subject week by
week. As a teacher, in general I always
believe you have to be approachable and
supportive with students, so they feel able
to ask questions in class and ask for more
support or challenge if they need it.
If students have issues with friendship
groups, this often becomes a matter for
tutors and heads of year, who prioritise
the student’s emotional wellbeing at the
school. Often things can be resolved
by mediation and, if not, parents are
regularly brought in to gain a better
understanding of their child’s problems
and act as another system of support.
Personally, if a student comes to me
with issues, of any kind, I would always
offer support and advice, while ensuring I
pass it on to the relevant member of staff
to ensure that the student can get the help
they may need. However, a student will
never willingly come to you if you haven’t
built up a relationship of trust with them.
I’m sure everyone can remember that
teacher at school, be it five years ago or
50, with whom they not only enjoyed the
lessons but also felt they were able to go to
for advice, this is the key to being able to
support a student if they are struggling.
Is there anything that parents can do to
help from home? Parents can be one of the
best support tools a teacher can have. It can
be hard for a child to have two sets of rules,
one for home and one for school, so if
parents are able to take on board things like
homework expectations by allowing a place
in their home where their child can get on
with their homework easily and without
distraction, this can really help the child to
understand the importance of consolidating
their understanding through homework.
Taking an interest in your child, both
in their academic success but also their
extra-curricular activities and friendships
also leads to the child feeling supported and
understood. Parents should make sure they
have a good working relationship with the
school and the staff, so that communication
lines are open if and when they are needed.
It can be hard for both parties to discuss
more delicate issues, such as bullying or
poor grades, but if you both have the
child’s best interests in common, then you
should feel you can be honest and open
and discuss ideas that will ensure their
child has a successful school career.
Georgina Watford teaches languages
and has worked in comprehensive and
private schools across Kent and Surrey.
23 wealdentimes.co.uk