How the teacher behaves in everyday life. How to make a class manageable. Ignoring bright conflicts or open bullying

The skill of a real teacher, who knows how to master the audience, consists of little things. How to keep the attention of the class, make the right remark, use your voice to maintain discipline, and not vice versa? Many people come to this by trial and error, but now all pedagogical techniques are described in detail, and they can be studied. On the eve of Teacher's Day, we bring to your attention an excerpt from a book from which you can learn how to effectively teach others.

Powerful voice

A strong voice is a technique that allows teachers (and coaches) to adopt the skills of teachers who know how to "lead the class". The best teachers come to the most unmanageable classroom, in which no one can clean up, force students to do the right thing, and return to the lesson those who do not listen (or do not want to listen). In this technique, teachers use five skills.

Laconicism. The fewer words, the more powerful the effect they produce. Excessive talkativeness signals nervousness and indecision, while correctly chosen words indicate preparation and transparency of intentions.

Try to avoid unnecessary words, especially if you're worried. Use simple syntax. One phrase should contain one simple and understandable thought. Due to this, important information will not be lost in the stream of unnecessary phrases.

Do not speak at the same time as your students. Show that your words matter: wait for complete silence and only then speak. By ensuring that no one is competing with you for attention, you show that you yourself will decide who and when students listen. To achieve this goal, you may need to interrupt at the most unexpected place to show in such a way that you will not continue until you grab everyone's attention.

Let's say you were going to say, "Guys, get out your diaries and write down your homework." If you were listened to inattentively, interrupt your speech in mid-sentence ("Guys, get it ...") and, after a pause, continue. If the measured hum and mumbling still interfere with work, reduce the phrase to a minimum: "Guys ..." During these pauses, do not change your posture, thereby making it clear that until silence is established, there will be no continuation.

Don't let yourself be drawn into dialogue. Having stated a certain topic, do not be distracted by extraneous conversations. This principle is especially important when you are making a remark to someone.

Suppose David is pushing Margaret's chair. You say, "Please, David, take your foot off Margaret's chair." David replies, "She's pushing me too!" or "She wanted to take my half!" Many teachers are tempted to continue asking, "Margaret, was that how it was?" or "I don't care what Margaret did there." By doing so, you support the theme David suggested instead of involving him in yours. The best way to respond is, "David, I asked you to remove your leg from Margaret's chair" or "Now do my request and remove your leg from Margaret's chair." In this case, the teacher makes it clear that he is in control of the conversation, and everyone listens only to him.

In the same situation, David may be indignant: "But I didn't do anything!" Even in this case, it is not recommended to develop this topic. After all, you wouldn't comment if you doubted his wrongdoing. So react like this: "I asked you to remove your leg from the chair." You don't have to add anything to these words.

Make eye contact, stand still. Whatever you talk about, in addition to words, you use non-verbal communication. Even with your body you can show that you should be listened to. If you want to emphasize the meaning of your words, turn your whole body and face towards the person you are talking to. Look him in the eye. Stand up straight or bend over slightly (the last gesture indicates that you have everything under control and cannot be embarrassed or scared).

Stand in one place when giving an assignment, do not gesticulate or be distracted by extraneous matters. A person who is simultaneously saying something and being distracted by some pieces of paper shows that his words are not so important. Therefore, take a formal pose, fold your hands behind your back and show that your words, like yourself, are weighty, significant and by no means accidental.

The power of silence. Usually, when the teacher is nervous or afraid that the students will not obey him, when he feels that he is no longer in control of the class, the first thing he does is try to speak louder and faster. Speaking loud and fast signals anxiety, fear, and loss of control. Students, realizing that they have got the better of you and your emotions, are able to easily drive you to hysteria, which, of course, is much more interesting than writing a test or solving a problem. A loud voice, paradoxically, increases the noise in the classroom, and it is easier for students to speak in a whisper.

If you want to keep your attention, speak slower and quieter, even though this contradicts the first impulse. Lower your voice. Literally make your students listen to themselves. Be the epitome of balance and equanimity.

One hundred percent

One hundred percent is the number of students who should listen to the teacher in the lesson. "Is this from the realm of fantasy?" - you ask. Not at all. You just need to know some subtleties. The best teachers achieve obedience through positive and, importantly, non-intrusive measures. One hundred percent of attention is achieved through the skillful use of the three principles.

The correction should be neither intrusive nor aggressive. One hundred percent of attention is needed in order so you can lead a lesson... If you wade to this goal through the thicket of constant remarks, you get a vicious circle. By reprimanding one student, you distract from the lesson. of all, even those who listen to you. Therefore, it is necessary to follow discipline, not deviating from the topic of the lesson and with minimal loss of time. We offer six types of subtle corrections in order of magnification. Try to use the first items on the list as often as possible.

Non-verbal correction. Contact the offender with gestures or glances, without being distracted from the topic of the lesson... For example, use gestures to ask the student to lower their hand while you speak.
Positive group correction... Don't talk over and over about what the student shouldn't do. Remind briefly the whole class, what the student should do in the lesson... For example: "Everyone reads in turn; the rest follow the responder." Use this skill when you notice that students' attention will soon wane. The sooner you remind, the better.
Anonymous individual correction... Give brief reminders to the class as described above, but in this case emphasize that not everyone is doing the right thing. For example: "We are waiting for two to be silent; everyone should look at the responder."
Individual correction... If you have to address the student personally, make the remark unnoticed by others. Approach the violator's desk, bend over and, trying not to distract others, quickly and quietly state your request. Then continue with the lesson. For example: "Quentin, I asked everyone to listen to me, and I would like you to do the same."
Instant public correction... It is not always possible to make a remark unnoticed by others. Public correction will allow you to limit the amount of attention to the offender and explain what is expected of him, and not scold or tell what he did wrong. For example: "Quentin, where are you looking? Back desks, don't yawn!"
Punishment... If you cannot quickly resolve the situation without resorting to extreme measures, try not to disrupt the lesson. As with other types of correction, punishment should be done quickly, unobtrusively and without unnecessary emotions. Ideally, the teacher should have an arsenal of techniques in order to adequately respond to any violation and deal with it decisively and without hesitation.

Be firm and calm

Catch early. The best teachers instantly notice that the student's eyes begin to wander, and suppress his bad intentions even before he has time to do anything.
Gratitude is powerful. A simple acknowledgment that a student complied with your request is not only a testament to upbringing, but also instills in the entire class that the noteworthy bully did what you asked. (Think about what else you could thank the student for.) Attention is restored and students perceive you as a calm and well-mannered teacher who has everything under control.
A means, not an end. Attention is a means, not an end. Students need to listen to you to be successful in school. "Look at me, otherwise you will not understand" - this phrase will say much more than this: "Everyone should look at the teacher. If I ask you about something, you should do it."
Universal requirements. Teachers who have mastered this technique to perfection emphasize the universality of the requirements. They put it this way: "I want everyone to sit upright," or better yet, "We should all sit upright." These phrases emphasize the unity of requirements in contrast to this model: "Look at the teacher, Trevor."

Focus on visible behaviors

Maximize your visibility... Find the right way to make disciplinary offenders easy to spot. Do not demand abstract attention from students, but ask them to look at the teacher - this action is easier to track. Better yet, ask them to put down the pencil and look at the teacher. Now you are observing two directions, and tracking the first — putting the pencil down — is much easier than noting whether the whole class is looking at the teacher.
Show that you are in control... Do not just give directions, but also follow them, while students must understand that you are not asleep. Look around the class with a calm smile every couple of minutes to see if everything is going according to plan. Before asking for something, be sure to pause and look at the students. Say whatever you see, "Thank you, Peter. Thank you, Marissa. Front row, we're looking at me." Thus, you emphasize that you are watching everyone and noticing who is doing what, as if you have a "radar".

A conflict or misunderstanding between a teacher and a child can arise for various reasons. To understand a conflict situation, you need to find the reason that caused it.
Conflicts can arise in the following cases:
If the child is creative, he was brought up at home in freedom, and the teacher requires strict discipline.
If the child defends his point of view, and the teacher recognizes only one point of view - his own.
When the child refuses to comply with the teacher's demands (insubordination conflict).
If the teacher is very jealous of the appearance of notebooks, their correct design, the appearance of the form of students.
When a child does what his classmates do. The conflict of unity arises from the fear of looking like a "weakling", a "mama's boy", overly obedient and correct in front of classmates.
If the teacher lacks the ability, students' interest, professionalism, which is why his lessons are boring for the children.
When a teenager sees a competitor in the teacher as a leader in the class (leadership conflict).
If the teacher is dissatisfied with the student's personal qualities, which he considers unacceptable (arrogance, disrespectful behavior, excessive swagger, etc.).
If the child dislikes the teacher for his qualities (inability to find a common language with students, highlighting favorites, disrespect and incontinence, etc.).

Your task, as a parent, is to neutralize the opposition between the child and the teacher, if any. Try to help find a reasonable compromise, help the child and teacher find a common language. To do this, you need to understand the position of both your child and the teacher. First of all, you need to confidentially talk with the child and let him talk. Try to understand the child without judging him, but do not criticize the teacher in front of him. Ask the child what ways out of the situation he sees. Try with him to build a line of behavior with the teacher. However, you do not need to put pressure on the child. After that, you need to talk to the teacher. Listen to the teacher's opinion about the conflict situation. In doing so, try not to succumb to emotions and remain objective. Remember that your job as a parent is to protect the interests of your child, so you don't need to curry favor with the teacher. However, no one canceled the respectful attitude towards the teacher, especially considering how hard the teacher's work is. Your other task is to be objective. The main thing in a conflict situation is not finding out "who is right or wrong," but finding the right way out of the situation. Discuss with your teacher how you can find a way out of the situation. In particular, you need to listen to the words of an experienced teacher.

Of course, it is not a fact that after this, mutual understanding will immediately come between the teacher and the child. This may take time.

In cases where the teacher does not respect the child's personality, shows rude pedagogical unprofessionalism, shows unreasonable hostility towards the child, humiliates or hits him in front of the class, etc., it is worth talking with the director about the teacher's non-pedagogical behavior. If the situation is not resolved, it is better to transfer the child to another class. But this is an extreme case.

In general, you should try to maintain an even relationship with teachers. Also, do not criticize or blame the teacher in front of the child. A normal teacher-student relationship is based on mutual respect. The child must respect the authority of the teacher, the teacher must respect the child's personality. The ideal situation is when the teacher is a professional who knows how to find a common language with students and captivate them with his subject. When the teacher is said to be "from God." But we are all not perfect, so you need to try to find mutual understanding with each other.

Many graduates of a pedagogical university find it very difficult to cope with the excitement before the first professional lesson in their life. Lack of confidence in oneself and one's abilities can lead to sad consequences, for example, to the failure of a completely correctly methodically composed lesson. You need to collect your thoughts and mobilize all your pedagogical potential, accumulated over the years of study and practice. Because in the eyes of students, an indecisive and timid teacher can become a reason to doubt his competence.

It is worth starting preparation for your first lesson within the walls of the university, taking part in various conferences and colloquia, where students can practically try their hand at working with the audience.

It is very easy to get rid of the fears of public speaking by speaking at all sorts of student amateur performances, competitions, or it is simply recommended to more often prepare for seminars where you can show your mastery of public speaking.

So, tomorrow is the first lesson in which you are now not a listener, but a lecturer. Prepare well. Where to begin?

First, in order to give yourself inner confidence, you need to create a flawless appearance since children sometimes, due to lack of tolerance and upbringing, turn any error or flaw in the teacher's image into critical ridicule.
For a man in choosing clothes, a business suit with a tie without excessive pretentiousness and brightness will become appropriate. A woman can choose a skirt or trousers in a strictly suit set. And, of course, there can be no question of any mini and deep neckline!

Thirdly, an impeccable argument in quality preparation for the first lesson is knowledge of the topic of the lesson.

According to sociological research conducted among schoolchildren, it turned out that mastery of their subject is much more important than the external or personal characteristics of the teacher. Moreover, demanding teachers command respect, because they are excellently oriented in their subject and always present additional cognitive material in addition to what is in the textbook.

Thirdly, for a successful debut, it would be nice to draw up a plan for the upcoming lesson and learn it, so that excitement does not force thoughts to turn into chaos. It is recommended to include in the synopsis not only the step-by-step teaching of the lesson, but also possible questions and answers of the students. View examples lecture notes can be on our new website Synopsis-Urokov.rf. Also, do not forget about the limited time - only 45 minutes, within which it is necessary to fit all the information.

It will also be useful to prepare additional materials in case there is little time left before the call.

Fourthly, an important factor in the presentation of knowledge is diction... If the teacher does not control his voice as a tool for attracting attention with the placement of accents on important moments with pauses, emotional outbursts, increasing and decreasing the volume of speech, then, in principle, the previous points will be of little use. Correct and appropriate voice guidance will help to establish the appropriate mood and discipline in the class, to arouse interest in the topic, therefore, the day before the first lesson, it is necessary to thoroughly rehearse the main points of teaching. For example, in front of a mirror.

So, thoughts are put in order, the spirit of fighting and self-confidence is rife. However, you should pay attention to the details of the behavior after entering the class. You need to enter without haste and fuss, with dignity, putting a magazine and personal items specially designed for the teacher on the table and chair. Greet the class with a glance or nod and wait for a response. To get started, you need to introduce yourself and write your name on the board. Then it’s best to talk about how and with what requirements you approach the job.

Anyone loves to be called by name, so it would be the right decision to invite children to write their names on pre-prepared cards and put them in front of them on desks.

You should not allow familiarity and familiarity in relationships with students, for many in the future this greatly interferes with evaluating the real knowledge and abilities of students. But authority through humiliation or intimidation of children is also not worth seeking.

If you once chose the profession of a teacher and came to work at school, then this is your vocation, so step boldly and confidently into your first lesson. After all, this is just an experience, the truth, which will be remembered for a lifetime.

Let's share some secrets, such effective "chips" that really work!

Rule 1

If you are a young teacher and are just starting to work, do not miss this moment! It is the first lessons that will determine your style for the rest of the time. What is causing the noise in the classroom? Shouts from the place, the cheeky behavior of individual students who decided to "test the newcomer for the strength of the nerves", the simultaneous answers of the children to your questions, the unpreparedness of the class for the beginning of the lesson, inability to listen to the teacher. These are the problems to deal with from the first days of work.

There are a lot of options: try not to react to answers from the spot, persistently questioning only those who raise their hand and follow your rules of discipline. Avoid polyphony. Methodically and consistently teach children, even in heated debates, to listen to the opinions of opponents to the end and follow the rules of conduct in the lesson.

Rule 2

Make friends with the class. You should not start work with threats in the style of "give a" two ", call the director, invite parents to school."

There is a good exercise taken from the psychology course. Bring a drawing paper and colored markers to your first lesson in class. Encourage the students to make the lesson rules for themselves. For example, "do not use the phone", "do not walk around the classroom", etc. The main thing is that the children themselves, and not the teacher, come up with all the rules!

First, you let your students know that you trust them (which is important!). Secondly, it has been noticed that the rules, invented on their own, do not really want to break. Hang this drawing paper on the wall. And, if some rule concerns you (for example, it is interesting to conduct a lesson) - strictly follow it.

And be consistent: you promised to give an assessment - put it, promised to take you to the planetarium - be so kind. Do not make promises that you cannot keep due to some circumstances.

Rule 3

The main thing in a noisy classroom is to identify bully and find an approach to them. Try to talk with such a student in private, listen to his requirements, his wishes, perhaps this will prompt you to take the next steps.

Rule 4

Try to load the most active offenders with work in the lesson - preferably creative. That is, redirect his energy into a creative channel.

Rule 5

Another powerful tool is humor. If people laugh at an active troublemaker, hardly anyone will want to be in his place. But do not forget about tact: play a trick on his inability to behave in society, on his impoliteness, ignorance - nothing more! You need to get a friend in his face, not a source of eternal headache.

Rule 6

Lead the lesson in an interesting way! Find some of your "chips" that will invariably attract attention.

An example is the experience of one distinguished teacher of literature. For example, a lecture on Mayakovsky's biography was supposed - the teacher came to class in a bright yellow jacket and from the doorway began to recite: "Could you play a nocturne on a drainpipe flute?" Unexpected start of the lesson, agree. But the attention of the class was ensured, and by the end of the lesson even careless students remembered that the yellow jacket for Mayakovsky was like a challenge to society.

The same applies to the other stages of the lesson - actively use game techniques, introduce new technologies, use multimedia. Keep a few games and information in reserve. As soon as you see that the attention of the class begins to dissipate, distract the children - tell an anecdote "on the topic", give an interesting fact on the topic, suggest a game. The more dynamically the lesson is built, the less time students will have to “create chaos”.

Rule 7

Find a connection to modern life for each topic. The more you pay attention to the practical use of new knowledge, the more chances you will get the attention of children.

Rule 8

Always outline the work plan at the beginning of the lesson. You can pose some kind of problem that the students will need to solve. It is important that the problem is relevant and interesting for students. At the end of the lesson, be sure to summarize - what you learned, how the task was solved.

Rule 9

It happens that the class is noisy in nature. This usually happens if there are several leaders in the class at once, or this demeanor has already become a habit for this group. In this case, some psychological techniques help:

include "quiet minutes" in your lesson plan. At this time, offer to complete some task on your own, or puzzle the students with a difficult task, an unusual question.
use the techniques of psychological training: it is easy to calm a hyperactive team if you offer to do something with your eyes closed (draw a figure, write a word, etc.), or just sit with your eyes closed until a certain signal. Even 2-3 minutes of silence will help children relax and tune in to a working mood.

If the class comes after a big break or after a physical education lesson, invite the students to ... sleep for 2-3 minutes. This usually reduces the degree of activity.

Be sure to provide time for holding (now those who are in trousers will jump, and now those who have a birthday in May, etc.) will sit down. The more unusual, the better. It is even more interesting if the physical education minute is somehow tied to the topic of the lesson.

By the way, in high school, physical education is also appropriate. At first they laugh, then they gradually get involved, they even arrange contests and volunteer to hold them.

Rule 10

If the subject is humanitarian, try a change of scenery. Take, for example, an outdoor lesson, in a museum or in an assembly hall.

Regulation 11

The system of cumulative points can be used. In this case, the grade is not given immediately for the answer, and not only at the end of the lesson: the entire grade is accumulated throughout the lesson. For example, for a correctly completed homework - 1 point, for three correct answers from the spot - another 1 point, for a correct answer at the blackboard - 2 more points. There are many options. This will increase the efficiency of the class, and there is no time for noise. By the way, you can also enter penalty points - for bad behavior, for example.

It is difficult, but, firstly, you provide an individual approach, and secondly, you give a chance to those lagging behind to get a good grade. Trust me, it works!

Regulation 12

Never shout. You still don't shout down 15-20 people. And the cry itself causes rejection and hostility. Do you like it when your voice is raised on you?

Regulation 13

Love your subject. If you yourself tell the topic with passion, with some interesting facts, if you are always ready for the lesson, try to diversify the material, come up with non-standard tasks, etc. - children will also be "infected" with your love.

And finally. As long as there is a school, the problem of "noisy classroom" has also existed. There is no panacea, alas. But there is a hard and fast rule: classroom discipline begins with the teacher's self-discipline. If you are strict with yourself, confident in your strengths and the importance of your subject, you will succeed!

HOW TO BE WITH A “DIFFICULT” CHILD?

Every teacher is faced with the problem of "difficult" students. The behavior of such children is of concern to both teachers and parents.

Psychologists call this behavior "deviant". Deviant behavior includes several forms of openly demonstrated negative behavior.

Delinquent behavior - aimed at violating social and moral norms, but not being criminally punishable (as opposed to criminal behavior). This is a kind of balancing of the child on the brink of the law.
Addictive behavior characterized by the desire to escape from reality (substance abuse, alcoholism, drug addiction, craving for gambling, computer addiction).
Latent forms of child's unhappiness are passive behavior, increased anxiety. Unfortunately, such students often do not fall into the field of attention of teachers, although they need a special pedagogical approach.

The most difficult task of a teacher and a parent is to find the key to understanding a difficult child, which will allow to develop a system of adequate educational measures, to help create conditions under which the child would want to change his behavior.

HOW TO BE WITH AN AGGRESSIVE CHILD?

A ban, let alone an "op" will only exacerbate the problem.
The sanction must correspond to the deed.
Do not allow outbursts of aggression themselves in the presence of a child, do not use aggressive methods of education.
Use touch (tactile contact) more often.
Do not get personal, do not insult your dignity.
Be patient, do not give in, talk about your feelings.
Use surprise to respond to aggression.
Try to eliminate aggressive behaviors among those close to the child.
When demanding something, consider the capabilities of the child.
Try to nip the conflict in the bud by directing the child's interest in the right direction.
Make it clear to the child that he is loved.

HOW TO BE HELD WITH A CONFLICT CHILD?

Try to assess the situation objectively and do not jump to conclusions (do not pass judgment).
Do not discuss problem behavior with a child.
Explain constructive ways to resolve disputes.
Sometimes you should not intervene in a quarrel between children, but it is better to observe the behavior of the quarreling.
Do not quarrel with other adults in the presence of the child.
Remember that everyone needs attention equally.

HOW TO DO YOURSELF WITH AN ANXIOUS CHILD?

Find out the cause of the anxiety.
Do not use labels, as a child cannot be bad at all.
Do not project your negative emotions, attitudes onto the child.
Don't ask the impossible. Your abilities are different from those of a child.
Do not use your child as a tool for realizing your own unrealized opportunities that you missed in the past.
If necessary, contact the child with a specialist, but do not constantly focus on the child's problem.
Be patient and don't give up. Well-being in the present and in the future depends on you!

HOW TO BE WITH A SHY CHILD?

Do not put pressure on the child with your own authority.
Do not reproach for trifles, do not use authoritarian methods of education.
Celebrate successes, however small.
Emphasize strengths and don't focus on weaknesses.
Speak positively about mistakes. The one who does nothing is not mistaken.
Appeal to the child's opinion, ask him for advice.
Try to improve his self-esteem. Teach him to respect himself.
Praise him, compliment him. Build his self-confidence. Focus on his strengths to compensate for his weaknesses.
Outline a joint action plan with your child and other adults close to the child.
Do not reject the child or be disappointed in him, do not criticize out loud, do not create situations where the child could become the object of ridicule.

HOW TO BEHALF YOURSELF WITH A STABLE CHILD?

Before re-educating, make sure that the child is not left-handed. With the dominance of the right hemisphere in children, stubbornness is very often developed.
Consider if you yourself are stubborn and do not make the child a victim of your own conflicts.
Do not declare war on stubbornness, but think about what torments the child? Look for a source of stress. Understand the child and be empathetic.
Switch your child's stubbornness into something exciting and fun for them. Do not demand the impossible and do not try to humiliate his self-esteem. Do not forget to praise if he completed your assignment.
If there are no real reasons for stubbornness, and the "spirit of contradiction" is unreasonable, then this may indicate a disease, you should consult a doctor.

HOW TO BE WITH A NERVOUS CHILD?

Find the reasons for the nervousness and try to smooth them out.
Do not infringe on the dignity and pride of the child, do not control the child like a robot, do not demand the impossible and do not incite jealousy of other children.
Bring up alone, do not abuse the endless "no" and "can".
Create psychological comfort for your child and always remember that you are an example to follow. Always be kind and considerate.
Find a unified parenting approach with seven adults.
Remember that in learning activities, students with a weak nervous system should not be placed in a situation requiring a quick response. They should be given sufficient time to think and prepare. Whenever possible, they should be encouraged to give answers in writing, allowing time to check and correct what has been written. If possible, ask at the beginning of the lesson, at the beginning of the day.
Encourage more often, including for diligence, even if the result is far from what was desired, and in case of failure, evaluate with maximum delicacy, explaining that failures in life are quite frequent phenomena and not a reason for despair.

HOW TO BE WITH A HYPERACTIVE CHILD?

Hyperactivity is diagnosed if the child is fussy; runs more often than walks; if it does something, it makes a noise.

Find out the cause of the hyperdynamic behavior. Often it is a consequence of brain dysfunction.
Reduce your child's disinhibition and distraction. Think with him about the daily routine and strive to follow it.
The main remedy is play. Translate the child's restlessness into purposeful activity (reading, drawing).
Find him relaxation in outdoor games, sports.
The best friends of a hyperactive child are the opposite in temperament and temperament.
Have patience, encourage the child's efforts, limit noisy companies.
Learn to restrain violent emotions and do not splash yours on the child. Hide your irritation and rage deeper.
Be consistent in your punishments and rewards. Do not punish verbally and physically, it is better to deprive of freedom of action, to create situations where forced immobility is necessary.

HOW TO BE HELD WITH AN INSISTENT CHILD?

Attention deficit is diagnosed when a child: asks often; easily distracted by external stimuli; confuses details; does not end what begins; listens, but does not seem to hear.

Praise your child whenever he deserves it, especially for activities that require concentration.
Avoid repeating the words "no" and "no".
Speak with restraint, calm, soft.
Give your child only one task at a time so that he can complete it.
Use visual stimulation to back up verbal instructions.