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Teaching through positive classroom relationships

Posted by Jane Wood-Chambers on Monday, 4 June 2018
Jane Wood-Chambers
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Let’s set the scene: you've been introduced to your class by a member of the school staff who has escorted you through to your year one class. You've walked in and the children are already there waiting. How do you command the room and start the party?

Remember, it's your party and they're the guests - very important ones - but you need to make sure that you establish what is going to happen throughout the next five and a half six-hour, week or for the rest of the academic year.

"Essentially, it’s all about forming classroom relationships"

Let your students know who you are and share with them a bit about yourself and what you like to do. Figure out how you want to be known to your class -  do you want them to call you "Miss", "Sir” or by your first name.

Bear in mind however, what you choose to be known as should be consistent with the etiquette of the school and the standard working regulations. It’s good practise to write your name up on the board for the children to see all day as it enables them to memorise it and learn the difference between how it is written and spoken.

Whilst the children may know you, do you really know them? Perhaps not if you have a class of 30 with 30 different names to remember!

My challenge to you is to learn, memorise and know all the names off by heart by break! Know every single child's name, both first and last name. Names need to be pronounced properly and given equal respect.

Once you have heard their names, and you have called the register, why not put a label on each child! Ask the children to write their name - it can be just on a piece of card or a piece of paper you have cut up before and have them place it in front of them.

"A good tactic I have picked up in my career is that whenever a pupils answer a question, they first have to say their name, followed by the answer"

If you do this, then you’ll be well on your way to learning all their names by break!

Remember the more organised a class environment is, the more focused your class will be to learn!


About our Community Expert


Jane Chambers-Wood
Editorial Advisory Board Lead

Over 27 years of educational experiences in a number of settings. Developed a clear vision and ethos for inclusion which puts the child at the centre and a clear understanding of how to support, engage and nurture the individual.

 Ability to train all staff through effective and reflective continual professional development in behavioural management techniques that begin, establish and maintain change in all.

 Jane is our education expert overseeing all content.

Topics: Teacher development


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