Some time in a school environment - behaviour techniques (post 3)

After having spent some time in a school now, I have noticed several techniques that work in behaviour management and keeping learner attention. Of course, I've also observed techniques that don't seem to work in certain situations. These will be addressed in this post.

Successful techniques:

• Counting down from *number* - This technique definitely appears to work with the younger students (years 7 through 9) when used well. The teacher counts down from a specified number and the students are expected to be quiet and listening. If the students aren't quiet the teacher can wait or, most likely use a warning system. It does work quite well.
• Being loud - This doesn't sound like I mean, it's just the easiest way of quickly putting. If you have the presence this can work brillianty. If the students are being quite loud, just raising your hand expecting silence is unlikely to work and counting down is slightly impractical. This tends to work with older students (years 10 and 11) where the more "tame" techniques are beginning to not work. If you are quite loud and are confident enough/have the presence to do this, it can work. Downside is if the class is quite unrulely, being loud has a high likelyhood of not working...

Unsuccessful techniques:

• Raising hand - It can work, but in the cases that I've observed personally it doesn't seem to work. I'm unsure as to whether this is due to the teacher not having the presence to pull it off or what, but the fact of the matter is, the multiple times I've seen it, it's not gained quiet quickly.

These are the main techniques I've observed thus far while being at school and they're not the be all and end all. I'll likely find what techniques work for me when I start properly teaching some classes and hopefully my initial worry about height will be addressed.

Progress after uni based work (post 2)

Both the group demonstrations and indivudual "lessons" pointed out alot of strengths and weaknesses. Apparently I exude a slight aire of confidence, from feedback, but am quite haphazard when it comes to writing on a board. Board structure requires alot of work, as does planning, but this follows on from most of my education. Both of these points tie in with organisation again and can be addressed relatively simply. It will take some time to progress in this area however.

Initial thoughts (Post 1)

There are 2 types of journal that I will be utilising throughout this course. The main is this blog, where all points will be collated, and a notepad that will act as a mediary journal for items awaiting transfer here.

Strengths	Weaknesses
ICT	Empathy
Maths	Chemistry/biology knowledge
Grammar	Organisation/time management
Literacy	Impulsive
Physics knowledge	Easily distracted
Quick to learn	Can lose motivation
Goal oriented

The main progress initially will need to be on the subject knowledge and organisation. Secondary effects of the organisation skills improving would include addressing both my impulsive nature and tendency to get distracted.

Something that has concerned me (not as a weakness or strength) is my height. While I personally accept that I'm short, I rarely had short male teachers and worry that it will affeect my presence. After time in a school I'll likely figure out my own approach as to how to deal with it, but it will act as an initial hurdle.

New beginnings

Welcome to those of you that found this blog either from my life/interests blog, or just by searching for information on the PGCE. This blog is acting as my reflective journal while studying PGCE Science at the University of Nottingham. Feel free to read and comment, and I hope that these notes on my experiences and progress help you on your travels through life.

Thank you all.

Jonny