Low level disruption in the classroom can not only interrupt pupils’ learning, but can prove an irritation and distraction to your teaching. How can you deal with the problem without the heavy handedness of staged sanctions, which may just escalate the problem? Continue reading
Over forty years ago, in the 1960’s, research was carried out at Stanford University in the USA into how the mental processes of some people allowed them to delay gratification, whilst others simply surrendered to their impulses and/or needs.
Known now as the “Marshmallow Test” more than 600 pre school age children were presented with a marshmallow and told that it was theirs and they could eat it when they liked. However, they were also told that the researcher was going to leave the room for several minutes and when he returned, if they had not eaten the first marshmallow, then they could have another. Continue reading
Before evaluating the effectiveness of the rewards you currently use in your classroom or work area, it’s worth spending some time having closer look at the balance between sanctions and rewards. Although you may think you are using a positive approach to managing pupils behaviour, you may be surprised to find that in practice, your style is rather more tipped towards negative consequences. Continue reading
If you bring to mind an individual pupil who is causing you concern by their unacceptable classroom behaviour, the chances are you begin to think about their general behaviour rather than specifics. Continue reading