Classroom management

We can control some of the factors which influence behaviour, e.g.

Where and how we display work.
How we greet children.
Having a seating plan and classroom routine.
100% control over how we respond to behaviour.

We can’t control:

The behaviour of children directly – they are unpredictable.
Some of the causes of poor behaviour e.g. difficult family background, poor housing conditions.

Possitive behaviour management

Positive behaviour management offers a set of respectful strategies which aim to increase and maintain appropriate behaviour while decreasing inappropriate behaviour. In contrast to traditional approaches to discipline, which tend to be reactive and punitive, positive behaviour management is proactive and places an emphasis on teaching and reinforcing appropriate behaviour.

Use positive not negative language & say ‘thanks’ rather than ‘please’

Describe what you want children to do rather than what you want them to stop doing (‘do’ rather than ‘don’t)

e.g. ‘Don’t be late’ is more effectively expressed as ‘Remember to be on time for my lesson, thanks’.

‘Stop turning round and talking.’

‘Face this way and listen, thanks.’

‘Don’t run in the corridor.’

‘Remember to walk in the corridor, thanks.’

‘Don’t call out.’

‘Hands up to answer, thanks.’

‘Don’t push or you will go to the back.’

‘Stand still and wait your turn, thanks.’

Effective use of praise and rewards

Sanctions limit behaviour but rewards can change behaviour.
Emotional feedback is very effective (smiles, thank you, thumbs up, well done).
Stars and stickers are very useful.
Rewards should never be taken away (apply a consequence instead).
Should be given out fairly, not as a bribe.
In all classrooms there should be at least twice as much praise as there are consequences
A good idea is a ‘praise board’ for each Year group. We need more photographs around the schools celebrating the achievements of students.
The emphasis should be on rewards not consequences

Separate the behaviour from the individual

Adopt an attitude that behavior can be bad and unacceptable, but this does not mean the person is bad. A bad person is unredeemable and cannot be changed. A basically good person can be separated from bad behavior, especially if you act as if this is what they really want.

Redirect towards success rather than highlight mistakes

It is important not to emphasise to the students those things they did wrong. Of course you want to give feedback on the areas to improve but in a positive manner. Just tell students what you want them to do, followed by why you want them to do it. What matters most is that students experience you as caring, not controlling. It's more effective, for instance, to say, "I'd like you to take notes so you can refer to them during the lab" than "write this down if you don't want to lose points." Or you might tell a sleepy student, "I'd like you to get a drink of water or stand in the back for a few minutes so you can participate in the discussion" rather than "wake up or I'll write you up."

The "Maybe………and" strategy

It is much more effective to use the word "and" than using "but". Students have the feeling that they have improved and there are still some more things they can achieve instead of thinking that no matter how hard they try they always mess something up.

You have done a brilliant job in the essay and maybe next time you can concentrate a bit more of the presentation.

Partial agreement

It is an essential strategy for avoiding or resolving conflict. It means teachers not trying to have the last word, or asserting their power in a situation when a student disputes their judgement.It also works when re-directing students that are off-task.

Teacher: ‘Face this way and listen, thanks.’

Student: ‘I was only talking about the work.’

Teacher: ‘Maybe you were, and I still need you to face this way and listen , thanks.’

Adopt the four Rs framework

RIGHTS

It helps to label certain behaviours as unacceptable.
It is never enough to say ‘because I said so’.
The base of behaviour management are these 4 basic rights:
- Students’ right to learn.
- Your right to teach.
- Everybody’s right to safety.
- Everybody’s right to respect.

RESPONSIBILITIES

You cannot separate resposibilities from rights.
Encourage students to choose responsible behaviour. This is crucial to effective classroom leadership.

RULES

The school should set basic rules that eveyone should follow.
Three very effective classroom rules are:
- Follow the teacher’s directions.
- Keep your hands, feet and objects to yourself.
- Use respectful language: No swearing, name-calling etc.
They should be a prominent feature in the classroom.
Others can be added, but keep them few in number.
Must be clearly understood by students and even agreen upon as a group in te case of very difficult behaviour.

ROUTINES

They are essential to the smooth running of the classroom e.g.
- Entering/leaving the room.
- Getting out/putting away work.
- Moving around the room.
- Having a visitor into the room.
They need to be taught and constantly referred to.
When children have clear expectations of what it going to happen they tend to sow better behaviour.

The language of CHOICE

Language of choice is about giving the child some control over the outcomes but, as an adult, being in charge of the process and the structure within which you work. The adult also sets the choices and the boundaries.

It is far more successful for a challenging student to have made their own decisions, arrived at their own conclusion and be faced with a known outcome, rather than simply telling them what to do -- the ability to comply is much easier and leads to far less resentment.

Managing behaviour has 3 phases:

Give children choices within fair rules.
Influence them to make appropriate choices.
Apply CONSEQUENCES of choices (rewards and sanctions).

E.g.: "Johnny I'd appreciate it if you'd take off your cap and put it in your bag, thank you" and then turn away and let him make the right decision on his own Johnny can respond in a number of ways

He ignores you completely.
He defies you completely with an inappropriate verbal response.
He attempts to deflect you by mentioning some other issues.

If he ignores you completely, do not get stressed, simply repeat the request and make some effort to see that he has actually heard what you have said -- sometimes children simply do not hear because they are engaged in some activity.
If he defies you completely with a verbal response which is less than positive, you could respond "I have asked you to take your cap off, could you do it now and put it in your bag, thank you" and again turn away. This is not the time to stand with hands on hips, scowling.
If he attempts to deflect you, he may tell you that another student wore his cap on Thursday, and you didn't say anything to him. Simply ignore this comment and go back to your original request-- do not validate or get involved with his discussion about another student -- this is simply a deflection activity.

As to outcomes, this is where you begin your language of choice.

"If you choose not to take your cap off, Johnny, I may need to speak to you during your break time (or after the lesson)"

"If you choose not to take your cap off and put it in your bagyou will be choosing to be in detention tomorrow. Your choice."

This process could be scripted for ever but the principal is quite simple -- let the students choose the pathway they want to take, but clearly let them know what a poor choice may lead to.

Give an effective instruction

Make eye contact.
Speak in a calm but firm manner.
Use first names.
Pause after the name.
Non-verbal cue or Positive Direction.
Say ‘thanks’ rather than ‘please’.
Drop eye contact.
Give take-up time. This avoids the horrific teacher domineering – “come here Boy!” nonsense. Simply, “Michael…(pause to gain attention)… come up here a sec please.” Then deliberately look away… talk to someone else. Michael will come. He just will. In his own time.

Use tactical ignoring

Tactical ignoring, also known as planned ignoring, is a behavioral management strategy used in response to challenging behavior that seeks to receive attention or to gain a reaction from others. It is a commonly used strategy when the student displaying the attention seeking behavior would feel rewarded even by a negative response. An example of this is a cough or noise that is excessively loud in order to gain sympathy from work colleagues, loved ones and friends, which is still seen as desirable attention by the person.

Implement consecuences

There are always going to be students that don't respond to your preventive classroom management strategies and still don't do as you say. That's when consequences come in. When you've tried everything in your classroom management toolbox and nothing seems to be working you're left with consequences. And when used properly, consequences are one of the most effective classroom management strategies you can use. When they are used correctly consequences can put an end to all the arguments and confrontation in the classroom. They have the power to put an end to power struggles because they give students responsibility for their own behaviour.

The effectiveness of consequences as a classroom management strategy depends entirely on how they are applied.

Behaviour for learning is a whole-school discipline policy that covers all aspects of school life. It emphasises the crucial link between the way in which children and young people learn and their social knowledge and behaviour. In doing this the focus is upon establishing positive relationships across three elements of self, others and curriculum as indicated above. B4L has implications for pupils, teachers, parents and other professionals. Its principles can be applied to all children at any age and not just those perceived as being "difficult to manage".

Each school designs its own policy that every member of staff must follow. All consequences are given through a central school system and staff cannot work outside this system. For example:

For low-level disruption (These consequences must normally be given in sequence):

C1 Verbal warning

C2 Final warning

C3 Private Detention

C4 School Detention

C5 Exclusion/Inclusion

Here you have one example for a primary school and one for a seconday school.

Greenlands Nursery Infant school Chichester High School for Boys

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