Skills covered include:
• Structuring Skill
• Receptive Skill
• Acknowledging Skill
• Limit-Setting Skill
• Facilitating Child Initiation/Self-Direction Skill
• Self-Awareness Skill
• Generalization Skill
• Maintenance Skill

Effective classroom management is not simply about intervention strategies. A positive teacher-student relationship is essential for both responding to and preventing behaviour issues.

The ability to develop positive relationships, trust, and rapport is one of the most important, crucial skill for reaching challenging students. Studies have shown the more teachers demonstrated relationship-building responses, children’s externalising problems were reduced as part of a reciprocal relationship.

How does my course relate to classroom management?

This course evolved out of filial therapy, which displays skills relevant to classroom management. These skills include relationship development, empathic interaction, limit setting and parenting skills. Two key interaction skills emphasised are empathic listening and therapeutic limit setting


Empathy has the benefit of deescalating the student and increasing the chance of resolution. Empathic listening, as specified in my Course, is about reflecting back what the child is saying, doing and feeling.

Limit Setting

Limit setting skills in my Course, use a specific and succinct model of responding to misbehaviour without sacrificing the relationship. It is the latter aspect that facilitates compliance in the long-term. This approach utilises the three steps of set the limit, give a warning and enforce the consequence.

Steps to Teacher Response

The steps to a teacher’s response to misbehaviour include:

(1) lead with empathy.

(2) validate feelings.

(3) give the problem back to the student.

(4) assist the student with identifying choices; and

(5) turn and walk away giving the assumption of compliance. Walking away is about giving the student room to save face and to make a choice. Compliance goes way up when the teacher walks away rather than standing over the child waiting for him/her to choose. If the child then is still not doing what he is supposed to offer the next choice and repeat the process until they comply or are forced to comply.

I see and I forget.
I hear and I remember.
I do and I understand!“

(Source: Confucius)
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