Teaching Style Quiz

Gauge the mood of the class and your knowledge of the student to adapt a response you feel will work in this situation for this particular student.

Remind them of the rules e.g. 'interrupting while the teacher is speaking is prohibited'.

Take the student to one side to find out what's bothering them and causing them to interrupt the class.

Re-engage the student with humour or a creative activity to null the interruption.

Remind the student that interrupting is inappropriate and ask them to think about and explain why interrupting might be a problem for you as a teacher and their classmates.

Pull focus, re-establish the purpose of the activity, remind students of behaviour expectations and stick to the lesson plan.

Change the mood by switching to an energising activity that re-engages the students giving them a break from focus.

Try a few different approaches until you find the one that works and the class settles down to task.

Check in with the students as a group to find out why they are restless while acknowledging feelings and empathising with the source of distraction.

Provide additional guidance for students on how to focus better running through some simple strategies with the class such as breathing exercises.

Speak to the student quietly in person giving praise, encouragement and explaining why you felt the work was particularly good directly to the student.

Celebrate the success with a high energy response and reward that involves everyone in the class.

Tailor a response to the student based on their personality and your knowledge of their reaction to praise in the past.

Ask the student to explain what they think helped them complete the task to such a high standard so they can remember the context in which success was achieved for the future.

Acknowledge the success and explain why the work was very good in front of classmates while remembering to reward students consistently through the use of 'house points' or a similar reward system.

Involve students in a discussion about why homework is important for study and the fairness of respecting fellow classmates and the teacher by having a submission deadline.

Apply the rule consistently and inline with expectations from day 1. If homework is submitted late, the penalty is enforced as the rule states.

To make the rule stick you adapt the implementation of the penalties based on circumstances surrounding the reason why the homework may have been submitted late.

Take a moment to explain the new rule, why it makes it more fair for everyone to set the submission expectation and respond to any concerns raised by the students in response to the new rule.

Even though the new rule is not fun, you find a way to explain the new idea to students perhaps through a comical role-play acting scenario that makes everyone laugh but ultimately explains why the rule is important.

Help the student by guiding them through reflection on what they feel may have gone wrong and what they could do to change that next time to achieve the success they want.

Based on your knowledge of the student, you decide to choose a strategy that fits with their personality best.

Take a moment to chat to the student so you can listen to their worries show that you acknowledge their disappointment with empathy and potential solutions to avoid failure in the future.

Signpost them to resources on revision techniques and the importance of establishing a routine that includes focus time for personal study.

Encourage the student to look on the bright side with positivity, the exam can be taken again, everyone deserves a second chance!

Based on the mood of the day and your wider knowledge of the class and its reaction you choose a strategy that suits them in this moment remaining flexible.

Define the new topic with a clear set of objectives for the study and a structure to students can see how they will progress through the topic from introduction to assessment.

Present the topic with enthusiastic display of colour and images to brighten the introduction in a captivating way that is sure to excite the students into studying it.

Ask the students to think about their own learning goals for the topic so they become invested in the topic wishing to achieve the goals they have set for themselves.

Find a way to link the study topic to real life, perhaps events that are happening now or a shared human experience such as the journey from childhood to adulthood.

Approach the student with enthusiasm and excitement so they might realise that taking part will be great fun if only they tried.

Change the approach to the activity quickly so that the student isn't singled out and the alternative is easier for everyone to be involved without resistance.

Remind the student of your expectations around participation and that they are required to take part in the activity unless there is a really good reason why they cannot.

Discuss choice and self-regulation with the student allowing them time to reflect on why they don't want to participate so they can make a thoughtful choice about participating or not.

Discreetly find out if the student is ok, what's wrong? Is something bothering them that is preventing them from taking part fully? You offer support.

You spend a few moments chatting to the parents to gauge their parenting style and adapt your responses around what you hear.

Share observations about when the student broke rules and the consequences on their learning and others when they did so but making sure to balance with examples when the student successfully operated within expectations with good learning outcomes.

Discuss techniques for reflection and self regulation such as encouraging journaling and gentle exercise as extra curricular activities.

You make a conscious effort to highlight the student's strengths and progress excusing any negative behaviours in favour of celebrating their positive achievements.

If the child's behaviour has been problematic, you emphasis the importance of family and peer relationships together with their overall well-being at home and in school.