Teachers TV comments and tips
Title
Using questions and praise
Materials author
John Bayley
Associated Teachers TV programmes
Teaching with Bayley series
Series description
Behaviour Management guru John Bayley works with teachers to help them to improvetheir technique
Note to teachers
This tips sheet was not created by Teachers TV but the author has allowed us to publish it here to be used for educational purposes.
Be Yourself
Using questions and praise
After appraising teacher Calum Clugston, behaviour management guru John Bayley takes a look at the effects of asking questions in the classroom, as well as the benefits of praising pupils.
One of the things that struck me about this programme was the way in which Calum uses questions to manage behaviour in the classroom. On several occasions we see him asking children, “What are you doing?” He is quite persistent in this questioning and it sometimes produces the desired effect – but only sometimes.
Asking questions in this way comes down to us from the work of William Glasser and his Reality Therapy. He recommends asking students questions like, “What are you doing?” “How does fighting help you?” “How does this behaviour help your learning?” “What is your plan to ensure you do not break that rule again?” The idea is to confront students with the reality of their situation and to get them to think of solutions.
By the way, in Glasser’s framework we do not ask students why they behave the way they behave the way they do. First of all they probably do not know why they are behaving in a particular way and more importantly, it opens the door to shrugging off responsibility: “she was bothering me”, for example.
“Think-sheets”
This set of questions is quite widely used in schools today in the form of think-sheets that students fill out after they have been sent out of a room, or instead of detention. Typically they ask questions like:
- What rule did break?
- Who did I bother?
- What will I do to put things right?
In the classroom, and especially in foundation periods, I usually advise using more closed questions like, “What should you be doing”? “Where should you be?” These questions have only one right answer and they usually get a response if repeated two or three times. This stems from the Positive Behaviour Management/Assertive Discipline approach which rests on the adult giving clear and unambiguous directions. The danger with asking extended questions in the classroom is that it can be diversionary and can appear rather combative. If we do want to use that approach in the classroom it is better to do it close-up and in a low voice rather than across the theatre of the classroom.
The use of praise creates a generous and positive atmosphere in the classroom
The main issue in Calum’s classroom was the amount of praise and re-enforcement he was using. He uses positive names on the board. Not everyone approves of this approach, but it can be useful when we are establishing ourselves with tricky classes. If we are going to use it, then we have to use it consistently – not just at the beginning of the lesson.
In the same way, when we are using praise and encouragement in the classroom, it is no good going in for it half-heartedly. During establishment periods I encourage teaching staff to give three items of acknowledgement (a nod, a thumbs-up or a “thanks”) after every instruction.
Too much praise?
There is some disagreement about the amount of praise a teacher should give. Some people worry that too much praise subverts the purpose of the classroom which is to encourage learning rather than to please the teacher. Also, we have learned from Assessment for Learning that real encouragement is based on e sharing learning criteria with children and allowing them to get the measure of their own progress.
In my opinion the use of praise creates a generous and positive atmosphere in the classroom and encourages those students who depend on external stimulus. Watching this programme reminded me however that this depends on the confidence and intention of the teacher.
Calum says that you have to be, “careful how much of yourself you give away”. I think that we can be more open and natural when we are generous in our praise and this in turn helps students to relax and concentrate, but it takes time and a few setbacks to find the right tone.