Khi xem xét các học sinh hành vi sai trái, phòng bệnh tốt hơn chữa bệnh ". Khéo léo giảng dạy có thể làm được gì nhiều để giảm thiểu học sinh hành vi sai trái xảy ra ở nơi đầu tiên, và có thể hữu ích lại trực tiếp sự cố đã được phát triển trước khi họ cần được coi là hành vi sai trái. | 90 Essential Teaching Skills can be brought into play in a skilful manner so that pupils can be guided towards reengaging with the work as quickly as possible and be given a clear idea of what is regarded by the teacher as unacceptable behaviour. Pre-empting pupil misbehaviour In considering pupil misbehaviour prevention is better than cure . Skilful teaching can do much to minimise pupil misbehaviour occurring in the first place and can usefully re-direct incidents that were developing before they need be regarded as misbehaviour. The essence of pre-empting misbehaviour lies in vigilance plus action. Strategies to pre-empt misbehaviour Careful monitoring of pupils behaviour and progress during a lesson can ensure that most misbehaviour is nipped in the bud. Successful monitoring requires a conscious decision to do so periodically as it is all too easy to get wrapped up in particular activities such as giving individual help and thereby not to notice another pupil who is disrupting someone else s work. Experienced teachers are adept at such monitoring while student teachers can usefully remind themselves to do this until it becomes routine. The main useful strategies to pre-empt misbehaviour are as follows. Scan the classroom. Periodically look around the classroom and consider whether any pupils appear to be having difficulties and if so go over and investigate in a supportive and helpful manner to ensure that pupils resume working as quickly as possible. Individual contact will be more effective than shouting across the room. The latter both disrupts other pupils unnecessarily and tends to assume the pupil is misbehaving. Circulate. Circulate around the room periodically and probe whether pupils are having difficulties. Sometimes asking a pupil about their progress usefully uncovers problems that they would otherwise not have drawn to your attention. Make eye contact. When addressing the class as a whole make eye contact with individual pupils periodically but do
