| | | | | up missed work |
| Here are some classroom management strategies for | | | | Students need to know that the consequence for |
| dealing with students who are late for lessons: | | | | being late will always be applied no matter what their |
| | | | | excuse may be. Make sure you always spend a |
| 1. Have clear rules on punctuality | | | | minute or two after the lesson finding out what the |
| Students need to know that there is a clear rule in | | | | problem was and giving them the work they must |
| place with regard to punctuality. They need to know | | | | catch up – either at home or in break. |
| what the consequence is for being late and they need | | | | |
| to know that this will be consistently applied by staff. | | | | 4. Have a reward system which acknowledges those |
| | | | | who come on time |
| 2. Don’t let a late arrival disrupt the flow of the | | | | Students like to do well. Good attendance is something |
| lesson | | | | that all students can achieve, regardless of ability and it |
| When a student arrives late, direct them to their seat | | | | should be acknowledged like any other social skill. |
| but don’t address the fact they were late until after | | | | Competition between groups is a good motivator. |
| the lesson. A brief… “Everything OK? Sit their | | | | |
| please, you can explain after the lesson why you | | | | 5. Keep records. Get pupils to fill in a form giving |
| were late.” …is better than getting drawn into an | | | | reason for late arrival and the time they arrived. Send |
| argument which other students may enjoy. | | | | copies home with notification of consequences if it |
| | | | | continues. |
| 3. Always follow up lateness and ensure pupil makes | | | | |