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Sample text

Lemlech (1988) suggests using ‘learning centres’, described as ‘an environment arranged to accomplish a particular instructional purpose’. This is a similar idea to ‘resource islands’ but with materials grouped by theme instead of function. Learning centres are parts of the classroom, where tables, desks and bookshelves are organised with books, paper, art or writing materials gathered together for activities selected to extend and enrich understanding of a particular curricular topic, or to give extra practice and reinforcement in using a specific skill.

These centres might be arranged by subject area: language, maths, science; or they might each relate to an aspect of a skill: reading comprehension, listening with understanding, writing and spelling. The classroom might also be designed to accommodate ‘interest centres’ for student activity and choice during free time. Cangelosi (1988) discusses the attributes of an ‘ideal classroom’ and suggests that the room should be adaptable for whole class lectures, small group tasks and individual study laid out in such a way that the teacher has a good vantage point for supervision, easy access to move quickly and easily to any pupil and adequate storage for materials and equipment.

Answers to these questions will help teachers pitch lessons at the right level of difficulty and preserve a pleasant and peaceful classroom atmosphere. Part II Mediation Chapter 4 Counselling and discussions with disruptive pupils INTRODUCTION In Part I of this book the suggestions made to teachers about their management of pupils focused on those strategies which would either prevent, or significantly reduce, incidents of disruptive behaviour in their classrooms. Teachers, however, know well that in their best prepared and well presented lessons, in which they deploy the strategies outlined in the opening chapters, they are likely to encounter some disruptive pupils whose unacceptable behaviour is too frequent and persistent.

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