Classroom management
During my tenure as regional director one of the school leaders complained to me about an "unruly" lower-primary classroom whose students did not respond positively to any reward, or other consequences system, which they and the class teacher had tried. After meeting with the teacher, during a lesson observation that we scheduled in order to look further into the matter, the Director made sure to draw my attention to specific student misbehaviour using head and eye gestures, repeatedly. About fifteen minutes into the lesson, I suggested that we have seen what was enough for us to be able to make a conclusion. The leader agreed and added that what I have seen must have confirmed to me how difficult the group was as ''even our presence made no difference to them!''. I politely disagreed. My point of view is that he was looking most of the time in the wrong direction: at the students - observing how they behaved, rather than at the teacher observing what s