YouTube transcript (u086rr7SRso) — Transcript

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1. 0:14Hi and welcome to the take control of
2. 0:16the noisy class videos. Now in this
3. 0:18video I want to give you a little used
4. 0:21and often forgotten but very effective
5. 0:23way of taking control of really tough
6. 0:25groups of students right at the start of
7. 0:27lessons. So this is for those groups
8. 0:30that take ages to settle, are very noisy
9. 0:32and disruptive and they're causing you a
10. 0:34lot of stress and take a lot of time
11. 0:36getting to settle down.
12. 0:38Now before I do that, I want to explain
13. 0:40why I know this is so effective and how
14. 0:43I know it can make a huge difference if
15. 0:45you're struggling with this particular
16. 0:46type of class. You see when I first
17. 0:48started teaching, I was actually really
18. 0:51useless at classroom management.
19. 0:53I had two basic strategies, both equally
20. 0:57ineffective for dealing with groups of
21. 0:59students. And the first one was
22. 1:00shouting. So when they didn't do as I
23. 1:03asked, I used to shout at them. And if
24. 1:05they still didn't do as I asked, I used
25. 1:06to shout a bit louder until eventually I
26. 1:08was shouting at the top of my voice.
27. 1:10Now if you get to the point where you're
28. 1:12yelling and screaming at the kids as I
29. 1:13was and they're still ignoring you,
30. 1:16you've basically lost all credibility.
31. 1:18You've shown that you have no control
32. 1:20whatsoever. And in my particular case,
33. 1:22the kids were just laughing at me. So
34. 1:24that was a very ineffective strategy to
35. 1:26use.
36. 1:27So my second strategy was my clutching
37. 1:30at straws strategy and this was when
38. 1:32everything had gotten top of me and
39. 1:33nothing was working. I used to send the
40. 1:35kids out. And often I would only have
41. 1:37half the kids left in the classroom
42. 1:39because I just got so frustrated with
43. 1:40them.
44. 1:41The message I was giving to the kids was
45. 1:43I can't control you so I'm going to send
46. 1:45you to somebody who can. So again I had
47. 1:47no credibility and they didn't see me as
48. 1:49someone who was in control. But also
49. 1:52a lot of the other members of the staff
50. 1:53could see that I wasn't in control as
51. 1:55well. And that really hit me hard. That
52. 1:57added to my stress and my frustration.
53. 2:00Now, I I went from that situation
54. 2:03through trial and error and through
55. 2:04learning from other colleagues and
56. 2:05learning from videos and and books, I
57. 2:07went from that situation of not being
58. 2:09able to control kids to being able to go
59. 2:11into pretty much any classroom at all
60. 2:13and be able to get almost instant
61. 2:15respect and control and compliance from
62. 2:17the kids.
63. 2:19And I was able to build really trusting,
64. 2:21positive bonds with some of the most
65. 2:23challenging and challenged kids in the
66. 2:25school really very quickly.
67. 2:28So, I went from not being able to manage
68. 2:30behavior to being able to manage
69. 2:31behavior very well. And my point is that
70. 2:33anyone can do this. And my aim with
71. 2:36these videos is to give you simple,
72. 2:38proven strategies that will enable you
73. 2:41to manage your classroom
74. 2:43succeed with and get the most from some
75. 2:45of the most challenging kids you're
76. 2:47facing
77. 2:48and reduce the stress and the amount of
78. 2:50time that you're spending trying to deal
79. 2:52with these kids so that you can enjoy
80. 2:54your job more.
81. 2:55So, with that said, let's get on to our
82. 2:57first video, which is our little used
83. 2:59and often forgotten strategy for taking
84. 3:01control of tough groups right at the
85. 3:03start of the class.
86. 3:04So, first of all, let's have a look at
87. 3:05what's going on. Why do some groups take
88. 3:08so much longer to settle down than
89. 3:09others right at the start of the
90. 3:10lessons? And I'm going to use this
91. 3:12rather fantastic drawing as an example.
92. 3:15So, here we have our classroom and we
93. 3:16have our group of students outside the
94. 3:18room. And let's imagine that this is
95. 3:19quite a loud bunch. This is quite a
96. 3:21boisterous group of students. So,
97. 3:22there's a bit of talking going on. We'll
98. 3:24put a speech bubble there, but we'll do
99. 3:25it with a pen that works. Classroom
100. 3:27management 101, you must always have a
101. 3:29marker pen that actually writes on the
102. 3:31board. So, we'll put our little speech
103. 3:32bubbles on just to show that there's a
104. 3:34bit of talking going on. There might be
105. 3:35some pushing and shoving, uh a bit of
106. 3:37larking about. We might even have the
107. 3:38odd expletive coming out, particularly
108. 3:40if it's an older group. So, I'll put the
109. 3:41internationally recognized symbol for I
110. 3:43am a rude child up there just so you get
111. 3:45the picture that this is a a loud group
112. 3:47of students outside the classroom. Now,
113. 3:49at some point they're going to go in the
114. 3:50room.
115. 3:52And they're going to push their way in
116. 3:53and shove their way in. There might be
117. 3:54one or two lagging behind. But the point
118. 3:56is they're going into that classroom out
119. 3:58of control.
120. 4:00And when you get them in that classroom,
121. 4:02you're then going to spend your time
122. 4:03settling them down and getting them
123. 4:04ready to learn.
124. 4:06That's going to take you a long time
125. 4:08because this point these kids are still
126. 4:10in party mode. Okay? They may have come
127. 4:12from a really fun active lesson. They
128. 4:14may have come from PE. Or they may have
129. 4:16just been talking over break. Or they
130. 4:17may have just been chatting through the
131. 4:19corridors as they're walking towards
132. 4:20your classroom. The point is that they
133. 4:22are not ready to immediately settle down
134. 4:25ready to learn at this point.
135. 4:28Now from a psychological point of view,
136. 4:31if you let those kids in when they're
137. 4:32out of control, there's an imbalance of
138. 4:35power. They are entering your classroom
139. 4:37on their terms. And that's where a lot
140. 4:39of the problems lie. If they're coming
141. 4:42into your classroom not fully under your
142. 4:44control, there's an imbalance of power
143. 4:47and they're not going to listen to your
144. 4:48instructions.
145. 4:50They'll have no regard for your rules.
146. 4:53So what's the solution?
147. 4:54Well, you probably worked out that if a
148. 4:57lot of the source of the problems is
149. 4:58letting the kids in the classroom when
150. 5:00they're out of control, it's at this
151. 5:02point here at the door that we need to
152. 5:05take control. It's at this point that we
153. 5:08need to position ourselves as an
154. 5:11authoritative leader. It's at this point
155. 5:14here that we need to set the tone for
156. 5:16the lesson
157. 5:17so that the kids are ready to listen to
158. 5:19our instructions and ready to enter that
159. 5:21classroom under our control. You see a
160. 5:24lot of teachers feel that classroom
161. 5:25management is what happens inside the
162. 5:27classroom. And that's why this is a
163. 5:29often forgotten little used strategy
164. 5:32because they forget that classroom
165. 5:34management actually takes place outside
166. 5:36the classroom, too. It's outside the
167. 5:38classroom that relationships are built.
168. 5:40It's outside the classroom where you set
169. 5:42the tone for the rest of the lesson so
170. 5:44that they enter that classroom under
171. 5:46your control ready to follow
172. 5:48instructions.
173. 5:50But the way we do this, the way we take
174. 5:52control at the door, is absolutely
175. 5:54crucial. Because if you're shouting at
176. 5:57them and yelling at them and screaming
177. 5:58at them or barking orders at them or
178. 6:00reading the riot act in the corridor,
179. 6:03you're likely going to make your job of
180. 6:04getting them settled to work even more
181. 6:06difficult for yourself for two reasons.
182. 6:09Teachers that shout and yell and scream
183. 6:11at kids tend to get very little respect.
184. 6:13Deep down, students are not going to
185. 6:15give their best to a teacher they don't
186. 6:17respect.
187. 6:19Secondly,
188. 6:21as I've said earlier,
189. 6:23some students are just going to ignore
190. 6:24you when you shout at them. So you're
191. 6:25going to get the situation where
192. 6:27students are entering the classroom
193. 6:28already having made up their mind that
194. 6:30they're not going to listen to you.
195. 6:31There's no point in listening to you.
196. 6:32They're completely ignoring you. And
197. 6:34that's going to make the job of getting
198. 6:35them to do as you ask very, very
199. 6:37difficult.
200. 6:38So a much better way is to settle them
201. 6:40down gradually. We've got to gradually
202. 6:43move them into a state where they are
203. 6:45much more likely to listen to what
204. 6:47you're saying, much more likely to do as
205. 6:49you ask, and therefore much more likely
206. 6:50to settle down to work when you tell
207. 6:52them to do so.
208. 6:55Very importantly, they're going to be
209. 6:56moving into this classroom on your
210. 6:58terms, following your acceptable rules
211. 7:01for appropriate behavior.
212. 7:04Now the way we do that is I need my
213. 7:06red pen for this bit. Firstly,
214. 7:10by making
215. 7:11non-
216. 7:13confrontational
217. 7:18statements, and two,
218. 7:20with a little bit
219. 7:23of informal
220. 7:26chit-chat, which I'll explain in a
221. 7:28moment.
222. 7:29Okay, first of all,
223. 7:32non-confrontational statements. What do
224. 7:33I mean by that? Well, confrontational
225. 7:35statements are those where you're
226. 7:37talking about the things that are going
227. 7:39wrong.
228. 7:40You're accusing students for doing
229. 7:42things wrong. You're blaming them for
230. 7:44doing things wrong.
231. 7:46You're talking about the behaviors that
232. 7:48you don't want to see. So, it's things
233. 7:49like, "Paul, why are you always late?"
234. 7:51Or, "Carly, why are you always making so
235. 7:53much noise? You two, stop fighting. You,
236. 7:55get lined up against the corridor."
237. 7:58We're talking about things that we don't
238. 7:59want to see, and it basically just
239. 8:01reinforces that behavior and sets a very
240. 8:04negative tone for the rest of the
241. 8:06lesson.
242. 8:08Non-confrontational statements are
243. 8:10reinforcing the things that we do want
244. 8:12to see.
245. 8:13So, it's reminding students about the
246. 8:15things that they are doing right and
247. 8:16encouraging others to do it right as
248. 8:18well. So, Paul, thanks very much for
249. 8:20being on time. I see you got a pen as
250. 8:21well, brilliant. Let's have you lined up
251. 8:23quietly with everyone else, brilliant.
252. 8:24What a great group. We've got all this
253. 8:26lot lined up perfectly. We're just
254. 8:27waiting for a few more to line up as
255. 8:28well. Carly, I'm so pleased that you've
256. 8:30settled right down. You look as if
257. 8:32you're ready to come in and start work.
258. 8:33Thank you very much.
259. 8:34Those sorts of statements are going to
260. 8:36reinforce those behaviors that we do
261. 8:38want to see.
262. 8:40Now, secondly, we've got informal
263. 8:41chitchat. And there's no doubt that
264. 8:43teachers who are comfortable chatting
265. 8:45with their students outside the
266. 8:47classroom, in the bus queue or at break
267. 8:49time in the corridors, tend to get much
268. 8:52more respect from their students and
269. 8:54tend to find students responding much
270. 8:56more positively to them. So, you need to
271. 8:58be able to chat with your students
272. 9:01comfortably outside the classroom. It's
273. 9:04also a great time to divide and conquer.
274. 9:06So, rather than trying to address the
275. 9:08whole group at once, you just moving
276. 9:10through small groups and chatting to
277. 9:12small groups and individual students.
278. 9:15Now, if you're not comfortable chatting
279. 9:17with these students, and you really need
280. 9:18to be, you need to get into kid culture.
281. 9:20Start watching the films they watch.
282. 9:22Start watching the TV programs they
283. 9:24watch. Look at the fashions. Look at the
284. 9:27uh the the jokes, the humor that they're
285. 9:28into. And then you're you're down on
286. 9:30their wavelength. You can't expect them
287. 9:32to come up to your wavelength. You've
288. 9:33got to get down to theirs if you want
289. 9:35their respect. So, a teacher who stands
290. 9:37po-faced and can't chat with those
291. 9:39students isn't going to get the same
292. 9:41level of respect as someone who can get
293. 9:43down to their level.
294. 9:45Now, you'll find that when you follow
295. 9:47this process of non-confrontational
296. 9:49reminders about what you do want to see
297. 9:51and a little bit of informal chitchat,
298. 9:53you very quickly see this group start to
299. 9:57settle down into a more manageable frame
300. 9:59of mind.
301. 10:01And you'll then find it much easier to
302. 10:02get them to listen to your instructions
303. 10:04when you do want to get them to start
304. 10:05work.
305. 10:06Now, in the next video, I'm going to
306. 10:08show you a way of getting them from here
307. 10:11into the classroom and sat down,
308. 10:13actually working straight away with
309. 10:16minimal fuss and with minimal fighting.
310. 10:19And I'm also going to show you how we
311. 10:20deal with those students who don't
312. 10:22settle down straight away and don't
313. 10:24follow your instructions. So, make sure
314. 10:26you watch out for the next video and
315. 10:27please, if you've enjoyed this one,
316. 10:29please leave a comment in the box below.
317. 10:30Okay, I'll see you on the next page.