Who relates to finishing explaining a task to students only to have a hand pop up and ask… ”Sir/Miss, what are we doing?!”If you had a dollar for every time you had just explained a task and you get a question that if they were really listening, they wouldn’t need to ask in the first place, or that was irrelevant, or that forced you to explain what you had just explained, how many dollars would you have?If you asked me this in my first year of teaching, I would have had many dollars.But that amount of money I would have has significantly decreased. Of course I’d still have a few bucks in the jar, but it would be far more empty.This episode is about just that. What to do to minimise the questions and have a much smoother ride into tasks, get the students working from the get go, get rid of the task confusion, and just be able to crack on with thingsI am going to break it up into two types of strategies:Strategies before the task - so in the planning phaseStrategies during the task - so in the lessonAll of these things are about being clear and consistent in our practice... one of the many things that helps to mitigate challenging behaviours before they arise. This is why module 5 of my course That’ll Teach ‘Em is so impactful for your practice!Have a question, comment, or just want to say hello? Drop us a text!RESOURCES AND MORE SUPPORT: Shop all resources Join The Behaviour Club My book! It’s Never Just About the Behaviour: A holistic approach to classroom behaviour management The Low-Level Behaviour Bootcamp Free guide: 'Chats that Create Change' Connect with me: Follow on Instagram @the.unteachables Check out my website

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“What did the council decide on item 42?” — answered with the speaker and the moment.