Behaviour Management

Essential Skills for Classroom Management Skills take practice to master. Determine to work at developing these and you’ll be a better teacher. The aim is to have behaviour that engages students in learning.

1. Students need to know what you expect of them If they don’t you can’t blame them for not doing what you want. You need extra activities for those who finish before the others so at any time you can ask any student ‘What should you be doing?’ and they can give you an answer.

2. Give clear, short instructions that help students know what to do to stay actively engaged The shorter the student, the shorter the instruction. For kinders, give just one instruction at a time and wait till they do that before giving the next.

3. Wait and look at your students for 5-10 seconds after you give an instruction It gives students time to process the direction. It shows you mean what you said. Less talk means they are likely to pay more attention when you do speak. If you’re always talking they can give up listening.

4. Acknowledge those who are doing what’s required It reminds those who are not doing it yet what they should be doing. It keeps the emphasis on the positive, rather than those who are slow to comply.

5. Use your body language to encourage compliance It takes no time to do and can be done without disrupting the class. Use eye contact and indicate what they should be doing. Move close to someone who needs refocusing. Other ways of signalling what’s needed?

6. Describe what they’re doing well to encourage them in those behaviours that you know will facilitate learning This encourages a positive classroom in which you’re supporting them to be their best. It describes to students the behaviour that you know will help them to learn. It strengthens your relationship with the students and helps others who are unsure of the best way to learn..

7. Selective attending Effectively ignore safe, off-task behaviours, for a limited time Choose your battles. Always commenting on off-task or disruptive behaviour can unintentionally feed the child who is seeking attention. Feel free to ignore some behaviours rather than make a fuss. Give attention to those who are doing the right thing and say what they’re doing well. It gives you time to think of the best way to handle it and it may be they’ll give up and join in something more constructive and you won’t have to do anything. But don’t let it escalate or let others join in. 4. It sends a message to all students about your expectations. 5. It is a powerful modelling device saying, “I can stay focused on my work despite the disruption.” 6. It is a deliberate process used within a discrete timeframe, having a beginning and an end.

8. Respectfully redirect the off-task student to the learning What are you doing? What should you be doing? Everyone should have a task for every moment. Make the learning the focus, not the fact that they are not obeying your authority.

9.Give students a choice to make it clear they own responsibility for their behaviour Whenever possible give two alternatives that you are happy with. ‘Are you going to join in with your group or do you need to do your sheet at the table here? If it’s gone past that, let them state the agreed consequences for what they’re doing (or not doing).

10. Keep your word and follow through Not matter how tired you are or how easy it would be to forget about it, if you’ve said you’ll do something you must. Don’t promise what you’re not prepared to deliver.

1. Students need to know what you expect of them 2. Give clear, short instructions 3. Briefly wait after you give an instruction 4. Acknowledge those who are doing what’s required 5. Use your body language to encourage compliance 6. Describe what they’re doing well 7. Attend selectively 8. Respectfully redirect the off-task student to the learning These are skills. They take practice. 9.Give students a choice to make it clear they own responsibility for their behaviour 10. Keep your word