Class behaviour management

CLASSROOM BEHAVIOUR
MANAGEMENT
FAZMIC (J/SEC) Mushaf Base
Sargodha 1

..
 consistency and patience is imperative
to the success of changing negative
behaviors into positive ones.
 effective behaviour management is
based on the teacher‘s ability
 children will learn better when they will
know what is expected of them.
Sargodha 2

Well-managed classrooms:
 begin the year with a set of rules and routines
which are understood by all children
 have agreed rewards and positive
reinforcements
 have set sanctions for misbehavior
 have a selection of options for dealing with
disciplinary problems
 make use of their physical space
 have well-planned lessons
 encourage respect and develop positive
relationships.
Sargodha 3

SMART Targets
SMART targets
When setting targets they need to be:
 Specific
Be specific and clearly define the behaviour required.
 Measurable
If you can‘t measure it, you can‘t manage it so be clear when the child
is successful.
 Achievable
Goals need to be set so that the child has a realistic chance of
achieving them.
 Relevant
Focus on no more than three behaviours, which are relevant to school.
 Time bound
Ensure there is a time limit, so the child has something to achieve
within a fixed period.
Sargodha 4

3 Rs of a successful plan
Rules
 Rules create clear expectations
 be reinforced on a regular basis
 placed in a visible place on the classroom wall.
 Include the children in developing the rules as this will give
 them ownership will be more likely to accept their terms and
 conditions and therefore comply.
Routines
 minimize behavioral challenges in the classroom
 children enjoy routines that are easy to understand and easy
to accomplish
 yet flexible.
 Research shows that most behavioral problems result from a
lack of consistent classroom routines.
Sargodha 5

…
Rewards
 when they follow behaviour, make that
behaviour more likely to occur again.
 They form the basis of human behaviour
and motivation
 can be used effectively to encourage
children to acquire skills and develop
appropriate behaviour.
 To be effective rewards need to be
something to which the children aspire to
and want.
Sargodha 6

Children‘s manners and respect
 Many children do not have good manners modeled at home.
It is therefore important for teachers to model and reinforce
manners to help develop children‘s social skills.
 Manners not only make a good impression on others but also
make us feel good about ourselves
Negative talk
 ‘Ali, stop chatting and look at the board.‘
 ‘Ayesha, I‘ve told you don‘t shout out.‘
 ‘Hey, Hassan stop running down the corridor.‘
Positive talk
 Ali, I‘d like you to look at the board. Thank you
 ‘‘Ayesha, if you know what day of the week it is, raise your
hand. Good girl.
 ‘‘Hassan, remember to walk down the corridor sensibly.
Thank you.‘
Sargodha 7

You as the teacher
 Positive attitudes are contagious and will
affect and change the children‘s outlook
within the class.
 The teacher‘s behaviour is the most
significant influence in the classroom.
 a positive role model to children
encourages them to develop social skills
which help them to make positive
choices.
 Children have the right to feel safe,
valued and respected, therefore teachers
need to model the behaviours that
convey these values.
Sargodha 8

Successful teachers
 Welcome children into class.
 Create positive learning cultures.
 Organize and plan lessons effectively.
 Believe all children have the ability to
achieve.
 Engage inattentive children.
 Involve children in the overall classroom
management, giving them ownership and
responsibility.
 Have positive body language.
 Model the desired behaviour.
 Deal with behaviour fairly and consistently
Sargodha 9

Behaviour management
Sargodha 10

Behaviour management tip 1
 Get in and get out quickly with your dignity
intact
 sanctions need to be simple, clear and non-
negotiable; in practice it is easy to get caught up
in a lengthy argument or confrontation.
 Focus on moving in, delivering your sanction as
discreetly as possible and then moving out
quickly.
 'I will come back and give you feedback on your
work in five minutes'.
 Avoid waiting around for the student to change
their behaviour immediately; they may need
some time and space to make a better choice.
 only check back once the dust has settled.
Sargodha 11

Countdown
 A good technique for getting the attention of the whole class
is to use a 'countdown' from 5 or 10 to allow students the time
to finish their conversations (or work) and listen to the next
instruction.
 Embellish your countdown with clear instructions
1. 'Five, you should be finishing the sentence that you are
writing
2. Three, excellent Marcus, a merit for being the first to give
me your full attention
3. Two, quickly back to your places
4. One, all pens and pencils down now
5. Half, all looking this way
6. Zero, thank you.‘
 some will not be quiet by the time you get to zero at first but
persevere, use praise and rewards to reinforce its importance
and it can become an extremely efficient tool for those times
when you need everyone's attention.
Sargodha 12

Closed requests
 Prefacing requests with 'Thank you' has a marked effect on how the
request is received.
'Thank you for putting your bag on the hook' or 'Thank you for dropping
your gum in the bin'.
 The trust in the student that this statement implies, combined with
the clarity of the expectation, often results in immediate action
without protest. It is almost a closed request which leaves no 'hook'
to hold onto and argue with.
 A similar technique can be applied to requests for students to make
deadlines or attend meetings that they would rather ignore,
salesmen would call it an 'assumed close'.
 'When you come to see me today get as close to 1 as you can so we
can resolve this quickly and both get home in good time'. As
opposed to, 'Meet me at my room at the end of school'.
 You are assuming and encouraging a positive response; making it
awkward for the student to respond negatively.
Sargodha 13

 Get out and about
 Perhaps your greatest contribution to
managing behaviour around the school site is
your presence; students will see consistency
in your expectations for behaviour both in and
out of class.
 They will grow used to your interventions in
social areas
 your presence will slowly have an impact on
their behaviour.
 In more challenging institutions there can be
a tendency to avoid social areas or stray too
far away from teaching areas; you risk being
effective only within the confines of your
classroom.
Sargodha 14

 Delegate!!
 At primary level students' mutual trust is
encouraged through sharing and delegating jobs
in the classroom.
 have students handing out resources, clearing
and cleaning the room, preparing areas for
different activities, drawing blinds etc.
 The students learn how to share responsibility
with others and accept responsibility for
themselves.
 Involve all the students by assigning tasks, no
matter how trivial they seem, for that child, it’ll
give them value and importance.
Sargodha 15

 "Chase me": What to do with secondary behaviours
 Secondary behaviours are those that occur during your
intervention or as you leave a conversation with a student.
 'chase me' behaviours designed to push your buttons and
gain a furious response.
 ‘(a name) leave the room’, the secondary behaviours are the
chair being thrown back, or door being slammed, or the
infuriating smile that slowly cracks across his face. Don't
allow him to take control of your behaviour. Resist the
temptation to address the secondary behaviors in the
moment. Instead record them and deal with them later on.
 Your calm and considered response will be closely observed
by the rest of the class and they will be impressed by your
confidence even in those emotionally fuelled moments.
He/she may slowly begin to realise that his usual pattern of
behaviour will not work with you.
Sargodha 16

 Don't just get down, get way down!
 It is often said that getting down to students' eye
level is important when delivering praise or
sanctions. the student is to look down at you;
teachers who do this know that crouching down
lower than eye level is not weak but assertive
and confident physical language.
 When delivering sanctions there is less chance
of a defensive/aggressive reaction, and when
praising, you create a more private space in the
room.
 If you are teaching in an open space or would
prefer to speak to students standing at the side
of the room, double the personal space that you
allow the student or stand side by side with him
and it will have a similar effect.
Sargodha 17

 Duty at the school gates
 not a popular pastime for many teachers. BUT
just as you can nurture a positive atmosphere in
the classroom by standing at the door welcoming
students or reinforcing positive behaviour at the
end of the lesson so you can have an impact at
the school gates.
 physical and verbal language is read by students
as they pass; if you are calm, confident, positive,
smiling, softly spoken and can reinforce students
who are following the rules, it will set the right
tone. Patrol like policeman and you will attract
negative responses and aggression.
 not be wise to try and challenge every incident of
inappropriate behaviour immediately and in
public
Sargodha 18

Classroom makeover
 With the growth of the interactive
whiteboard and use of computer screens
for teaching, when designing the layout
of your room you also need to consider
the management of behaviour.
 if you cannot get to students quickly and
easily then Confrontations become more
frequent, delivery of praise less subtle
and as the teacher retreats behind the
desk the physical divide can easily
develop into a psychological one.
Sargodha 19

Class behaviour management

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