Like the weather, classrooms are predictably unpredictable.
This truism led to an extensive study of the classroom climate.
My research examined the influence of the teacher on the group, and conversely, the impact of students on the teacher.
Applicable whenever individuals come together to form a collective, I specialise in working alongside colleagues who are faced with the challenge of a ‘problem’ class.
Typically this may involve someone new to the profession, but even the most established of teachers can find themselves scratching their head when the timetable throws up a rogue group.
Likewise, an experienced practitioner who, upon joining a new school, quickly realises that status doesn’t travel.
Even more perplexing when a designated leader or mentor is tasked with supporting a colleague with ‘That Class’ – nothing seems to ‘work,’ leaving them stumped on what to try next.
I find myself searching my memory of what I did two, even three decades ago to compare with what I would do now - an intriguing exercise.
With the benefit of hindsight, it becomes clear to me that I would start in a different place.
What would be your first steps to unravel the complexity if you were to support a colleague or advise your younger self?
