By Bill Rogers
Invoice Rogers addresses the problems vital to provide lecturers (substitute academics) and identifies the abilities worthy for dealing with the calls for they face.
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Extra resources for Effective Supply Teaching: Behaviour Management, Classroom Discipline and Colleague Support
He spits the chewing gum in the bin and slopes off back to his seat, slumps in and slowly (‘oh so slowly’) starts getting some work done. All this behaviour is ‘secondary’ to the main issue of gum-in-bin and is tactically ignored by the supply teacher. Imagine if she were to go over to the lad (en route to/from the bin) and say ‘Look! Don’t you make such a fuss about a little thing like chewing gum. ’ If the student chooses not to put the gum in the bin (despite ‘take-up time’) the teacher knows the issue is not the gum or the fair rule – it is an incipient power struggle.
It will help to discuss with colleagues how they might thoughtfully address this issue should it arise. It will help, for example, to plan ahead what you might say to the class group: ‘You will have already noticed my accent is different from what you may be used to. I might mis-pronounce words from time to time. ’ If such an explanation is given confidently, positively, tactfully and with good humour, students are normally thankful ‘the issue’ is out in the open’ and their residual goodwill is invited (Rogers, 2000a.
By giving some take-up time the teacher makes it easier for the student to co-operate; she doesn’t ‘stand over him’ as it were. The student slopes off to the bin, muttering (‘this class is a repressive regime’). He spits the chewing gum in the bin and slopes off back to his seat, slumps in and slowly (‘oh so slowly’) starts getting some work done. All this behaviour is ‘secondary’ to the main issue of gum-in-bin and is tactically ignored by the supply teacher. Imagine if she were to go over to the lad (en route to/from the bin) and say ‘Look!