Be Definite

From Teach

• Students seem to be instinctively aware of vulnerability and uncertainty in their teachers. (Cowley 2006)
• Knowing exactly what you want communicates an air of confidence to your class. (Cowley 2006)
  • There should be no room for them to argue, no chance for them to step out of line. (Cowley 2006)
• If they misbehave, treat it with amazement and surprise. (Cowley 2006)
• Make your decisions before your first lesson with a class, to avoid any hint of uncertainty. (Cowley 2006)
• Young people actually want certainty from the adult figures in their lives. (Cowley 2006)
• Maintaining high standards and refusing to give up on your expectations is the key to success in the long run as a teacher. (Cowley 2006)
  1. "I expect you all to line up outside the room in silence before I allow you in." (Cowley 2006)
  2. "I expect you to be completely silent when I'm talking, or when anyone is addressing the whole class." (Cowley 2006)
  3. "I expect you to stay in your seats at all times, unless you have permission to get up." (Cowley 2006)
  4. "I expect you to be respectful towards everyone in our class at all times." (Cowley 2006)
  5. "I expect you to work to the best of your ability." (Cowley 2006)
• Be specific about every phase of the general lesson:
  • How should the pupils enter the room? (Cowley 2006)
  • Where should the pupils sit? (Cowley 2006)
  • What should the pupils do once they are inside the classroom? (Cowley 2006)
  • What will happen during the lesson? A mix of activities, lots of practical work ... (Cowley 2006)
  • How will the lesson start? With a brainstorm? (Cowley 2006)
  • How will resources and equipment be handled? (Cowley 2006)
  • How will the children approach their work? i.e.
    • Working quietly (Cowley 2006)
    • Staying in their seats (Cowley 2006)
    • Putting up hands if they have a question or wish to give an answer. (Cowley 2006)
  • How will the lesson finish? (Cowley 2006)
    • Sitting in silence for a few moments while the teacher summarises the lesson. (Plenary) (Cowley 2006)

Give them structure: "I know where we're going."

• Patterns of good behaviour will be repeated because of the structured environment you offer. (Cowley 2006)
• Eventually the teacher can use quick non-verbal signals to indicate his wishes to the class. (Cowley 2006)

• Children need structure in their lives, especially the most badly behaved.
• For instance, by stating your aims and objectives at the start of a lesson, your students will know exactly what they are going to be learning about.
• By 'signposting' your teaching in this way, you can give them a feeling of security and certainty.