The ability of a true teacher who knows how to have an audience consists of small things. How to maintain the attention of the class, make a comment correctly, use the voice to maintain discipline and not the other way around? Many come to this by trial and error, but now all the pedagogical techniques are described in detail and can be studied.

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Aloud

A strong voice is a technique that allows teachers (and coaches) to adopt the skills of teachers who can "lead the class". The best teachers come to the most uncontrollable class, where no one can put things in order, have students do what is needed and return to the lesson for those who do not listen (or do not want to listen). As part of this reception, teachers use five skills.

Concision The fewer words, the more powerful they produce. Excess speech indicates nervousness and indecision, while correctly chosen words indicate the preparation and transparency of intentions.

Try to do without unnecessary words, especially if you are worried. Use simple syntactic constructions. In a sentence, a simple and understandable thought must be posed. Because of this, important information will not be lost in the flow of unnecessary phrases.

Do not speak at the same time as your students. Show that your words have weight: expect total silence and just say. "Having achieved that nobody competes with you for your attention", you show that you will decide who and when the students will listen. To achieve this goal, you may have to interrupt in the most unexpected place, to show in such a way that you will not continue until you get the general attention.

Let's say you were going to say:

"Guys, get your diaries and write down your assignments". If you listened attentively, interrupt your speech in the middle of the sentence ("Boys, understand ...") and, after having paused, continue. If the measured buzz and murmur still interfere with the work, shorten the sentence to a minimum: "Boys ..." During these breaks, do not change the position, making it clear that until there is silence, there will be no continuation.

Do not let yourself get involved in a dialogue. Having said a certain subject, do not get distracted by strange conversations. This principle is especially important when you make a comment to someone.

Suppose David pushes Margaret's chair. You say: "Please, David, take your foot out of Margaret's chair." David responds: "She is also pushing me!" Many teachers are tempted to keep asking, "Margaret, did it all happen?" or "I'm not interested in what Margaret was doing there." Therefore, you support the theme proposed by David, instead of involving it in yours. It is better to react like this: "David, I asked you to take your foot out of Margaret's chair" or "Do as I ask and remove your foot from Margaret's chair". In this case, the teacher makes it clear that he is handling the conversation, and everyone is listening to him alone.

In the same situation, David may be outraged: "But I did not do anything!" Even in this case, it is not recommended to develop this topic. In the end, you would not comment if you doubted his fault. Therefore, react like this: "I asked you to take your foot off the chair". You can not add anything to these words.

Look him in the eye, stay still. Whatever he says, in addition to words, he participates in non-verbal communication. Even the body can show that you should be heard. If you want to emphasize the importance of your words, turn with your whole body and face towards the person you are addressing. Look him in the eyes. Stand straight or slightly inclined (the last gesture indicates that everything is under your control and you can not feel embarrassed or scared).

Stand in one place, when you give him homework, do not gesticulate and do not get distracted by strange matters. A man who at the same time says something and gets distracted by some papers, shows that his words are not so important. So accept the official position, bend your arms behind your back and show that your words, like you, are heavy, meaningful and in no way accidental.

The power of silence Usually, when the teacher is nervous or afraid that the students will not listen to him, when he feels that he stops controlling the class, he first tries to speak louder and faster. A strong and rapid speech signals agitation, fear and loss of control. Students, knowing that they have overcome their emotions, can easily lead to hysteria, which, of course, is much more interesting than writing a test or solving a problem.

If you want to keep your attention, speak more slowly and silently, although this contradicts the first impulse. Lower your voice. In the literal sense of the word, make the disciples listen to themselves.

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Hundred percent

One hundred percent is the number of students who should listen to the teacher in the lesson. The best teachers achieve obedience through positive measures and, what is more important, discreet. One hundred percent of attention is achieved through the skillful use of the three principles.

The correction should not be aggressive. One hundred percent of attention is needed so you can lead a lesson. If you struggle to achieve this goal through the tangle of constant comments, you get a vicious circle. By reprimanding a student, it distracts everyone from the class, even those who hear it. Therefore, it is necessary to follow the discipline, without deviating from the subject of the lesson and with minimal time losses. We offer six types of discrete correction in order of amplification. Try to use the first provisions of the list as often as possible.

• Non-verbal correction. Contact the disciplinary offender with gestures or a look, without getting distracted from the subject of the lesson. For example, with gestures, ask the student to lower their hand while speaking.
• Positive group correction. Do not say again what the student should not do. Briefly remind the whole class what the student should do in class. For example: "All read in turn, others follow the respondent." Use this skill when you notice that the students' attention will soon dissipate. The sooner you remember, the better.
• Anonymous individual correction. Brief reminders for the class, as described above, but in this case emphasize that not everyone is doing what is needed.
• Individual correction. If you have to personally address the student, make a note imperceptibly for others. Approach the seat of the offender, stoop and, trying not to distract others, express your order quickly and silently. Then the lesson continues. For example: "I asked everyone to listen to me, and I would like you to do the same".
• Instant public correction. It is not always possible to make a comment discreetly for the rest. The public correction will limit the amount of attention to the offender and explain what is expected of him, instead of scolding or saying what he did wrong.
• Punishment. If you can not quickly, without resorting to extreme measures, resolve the situation, try not to interrupt the lesson. As with other types of correction, punish quickly, without obstructions and without unnecessary emotions. Ideally, the teacher should have an arsenal of techniques to adequately respond to any violation and deal with it resolutely and without hesitation.
  
  
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  Be firm and calm

  • Detect the problem before it happens. The best teachers instantly notice that the student's eyes are beginning to wander, and their bad intentions stop even before he has time to do something.
  • Gratitude is very powerful. A simple gratitude for the fact that the student fulfilled his request is not only indicative of education. (Think about what else you can thank the student). Attention is restored and students perceive him as a calm and educated teacher, who has everything under control.
  • A means, not an objective. Attention is a means, not an objective. Students need to listen to you to achieve success in their studies. "Look at me, otherwise you will not understand": this phrase will say much more than this: "Everyone should look at the teacher". If I ask you something, you should do it. "
  • Universal requirements. Teachers who have mastered this technique perfectly emphasize the universality of the requirements. They express it this way: "I want everyone to feel good" or, even better: "We all have to sit down right". These phrases emphasize the unity of the requirements.
    
    
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    Focus on the visible aspects of behavior

    • Get maximum visibility. Find the correct way to facilitate the discovery of violators of the discipline. They do not require abstract attention from students, but ask them to look at the teacher: this action is easier to follow. Better yet, ask me to put a pencil and look at the teacher. Now observe the fulfillment of two directions, and it is much easier to trace the fulfillment of the first - to put a pencil, than to notice if the whole class is looking at the teacher.
      
      
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    • Show that you control everything. Do not just give instructions, but also follow their implementation, while students must understand that they are not sleeping. Every couple of minutes, look around the class with a calm smile to see if everything goes according to plan. Before asking anything, be sure to pause and look at the students. Say everything you see: "Thank you, Peter, thank you, Marissa." The first row, look at me. "Therefore, you emphasize that you are looking at everyone and you realize who is doing what, as if you had a" radar ".
    
    
    
    
    
    
    
    

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    Posted from my blog with SteemPress : http://deisip67.vornix.blog/2018/07/14/teacher-room-strategies-to-maintain-discipline-in-the-classroom/

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