In classrooms around the world,  Some teachers are able to get the best from any student.  They stand out for their almost mystical ability to inspire and enjoy respect from even the most challenging young people.  In other classrooms these students are out of control. They’re noisy, abusive and disruptive, but with these brilliant teachers, they quickly settle and become focused. It's as though an invisible switch has been flipped: their previous behaviour vanishes, and they start paying attention, responding positively, taking part and showing respect. These same students, onc ..read more

Here is a method any teacher can use to reduce workload and save time by dramatically improving classroom behaviour. This method transforms student behaviour by making it easier for them to do the right thing.  It creates 100% consistency. And it reduces stress, confusion and frustration. There’s no need for the teacher to constantly repeat instructions. No more shouting, no more cajoling, no more bribing or threatening students any time you want them to do something. This method practically automates your classroom management. What is this method?  Put simply it is the implementati ..read more

There are lots of theories on the many different ways to make lessons more appealing to apathetic, disinterested students; to improve engagement, get them interested and taking part.  Here’s an activity which, at Needs Focused Teaching, we’ve found to be very effective.  It works on the principle that most disruptive students tend to be kinaesthetic learners - they need to be up on their feet and doing things with their hands. Asking them to sit still and listen or write things down in a book for the whole lesson is a guaranteed formula for work avoidance, arguments and disruption.&n ..read more

As a teacher, have you ever had the situation where you tell a student to get on with their work and you find 25 minutes later that they haven't done a thing?  You tell them to get on with their work, "Get on with your work," and you've come back to them later, and they haven't done a thing.  I’m sure that resonates with you. Most teachers face this very frustrating problem at some time or another and in this video I’d like to give you an easy way to prevent it happening ever again. It’s a very simple 3-step fix you can use in your next lesson to make sure your students follow your i ..read more

This hyper-effective classroom management tool relies on 2 key principles: responsibilities and routines. Some of your students will respond very well to being given a responsibility. In fact, it's probably your most challenging students- the ringleaders- who will respond best to responsibility because they crave attention. For this classroom management strategy, we're going to award three or four students with the responsibility of getting the rest of the class quiet. These students are going to be our ‘Shushers’ and their job is to shush the rest of the class members, in a very special way w ..read more

Are you a teacher in a tough school, struggling with classroom management? Here’s a wonderful simple phrase to add every time you give a warning to a student. It’s the perfect way to get them thinking about, and taking responsibility for their behaviour. It encourages them to make sensible choices. And it consists of just 10 words… “Is that what you want to happen? It’s your choice.” So, when added to a warning it would look like this:   “If you don’t manage to get the work that I’ve set for you finished, you will end up losing five minutes of break time. Is that what you want to happen ..read more

This method relies on the power of the ‘ripple effect’ where the positive attention is given to individual students and then spreads or ripples around the room. Other students get the message that if they behave in a similar way, they too will be able to enjoy positive feelings and praise.  We call it ‘Windscreen Wiper Praise’.  You’ll see why in a moment… Let’s say you have a student – Jonny – and he is off task in your lesson and not working as he should be.  By praising two other students sitting either side of him, Kyle and Kieran, we harness the power of Proximity Praise ..read more

All teachers know that positive teacher-student relationships lie at the heart of good teaching. They make classroom management much easier. So how do we build them? Especially with hard-to-reach students? Let me introduce you to someone with a powerful yet very simple method for building relationships fast.  Joe Girard was a car salesman and earned the title of ‘World’s Greatest Salesman’ 12 years in a row.  He attributes this success to the relationships he built with people.  Basically, all he did was this…  Whenever he met someone - in the street, in a shop, at a party ..read more

A lack of participation in class can be a significant barrier to learning, often resulting from students feeling disengaged or insecure. This issue, if not addressed, can lead to a wider gap in student engagement and achievement.  Why This Behaviour May Be Happening  Non-participation in the classroom might be linked to a variety of underlying needs. Students' feelings of insecurity or fear of judgment can stem from past negative experiences or a lack of confidence in their abilities. Additionally, a perceived lack of relevance in the material can lead to disengagement, as students m ..read more

Power struggles in the classroom often stem from a clash between a teacher's authority and a student's need for autonomy, particularly in power-motivated students. Traditional disciplinary methods can exacerbate these issues, leading to a cycle of defiance and frustration.  Why This Behaviour May Be Happening  Power-motivated behaviour in students is often a manifestation of their need for autonomy, achievement, and influence. When these needs are unmet, students may feel undervalued or powerless, leading them to seek control in inappropriate ways. Understanding this need can help te ..read more