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    Behaviour Management in The Classroom

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    3alliumcourt
    The document provides advice on effective classroom behavior management strategies. It discusses common reasons students misbehave such as boredom, lack of motivation, peer pressure, and lack of self-discipline. It then offers solutions like making lessons fun, setting clear expectations, using rewards, and maintaining short attention spans. Additional tips include being positive, structured, consistent, and calm in responses to misbehavior. An effective behavior management plan with clear rules and consequences is also recommended. The document stresses the importance of having control over one's emotions and using respectful language when disciplining students.

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    Download as PDF, TXT or read online from Scribd

    Behaviour Management in The Classroom

    Uploaded by

    3alliumcourt
    180 views25 pages
    The document provides advice on effective classroom behavior management strategies. It discusses common reasons students misbehave such as boredom, lack of motivation, peer pressure, and lack of self-discipline. It then offers solutions like making lessons fun, setting clear expectations, using rewards, and maintaining short attention spans. Additional tips include being positive, structured, consistent, and calm in responses to misbehavior. An effective behavior management plan with clear rules and consequences is also recommended. The document stresses the importance of having control over one's emotions and using respectful language when disciplining students.

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    Behaviour Management in the Classroom

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    The document provides advice on effective classroom behavior management strategies. It discusses common reasons students misbehave such as boredom, lack of motivation, peer pressure, and lack of self-discipline. It then offers solutions like making lessons fun, setting clear expectations, using rewards, and maintaining short attention spans. Additional tips include being positive, structured, consistent, and calm in responses to misbehavior. An effective behavior management plan with clear rules and consequences is also recommended. The document stresses the importance of having control over one's emotions and using respectful language when disciplining students.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    180 views25 pages

    Behaviour Management in The Classroom

    Uploaded by

    3alliumcourt
    The document provides advice on effective classroom behavior management strategies. It discusses common reasons students misbehave such as boredom, lack of motivation, peer pressure, and lack of self-discipline. It then offers solutions like making lessons fun, setting clear expectations, using rewards, and maintaining short attention spans. Additional tips include being positive, structured, consistent, and calm in responses to misbehavior. An effective behavior management plan with clear rules and consequences is also recommended. The document stresses the importance of having control over one's emotions and using respectful language when disciplining students.

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    You are on page 1of 25

    Title: May 25­1:43 PM (1 of 25)

    Behaviour 
    Management

    Title: Jun 14­9:00 PM (2 of 25)
    When you were at school, what kind of behaviour most
    irritated teachers?

    Share with your table - any common factors? Could you


    agree a top 5?

    What kind of teacher behaviour irritated you most?

    Did this lead you to misbehave? If so WHY?

    Title: Jun 14­9:06 PM (3 of 25)
    Think of the teacher who had most difficulty 
    managing your behaviour at school.

    What advice would you now give them? 
    (How could they have managed you better?)

    Title: May 25­3:38 PM (4 of 25)
    Why do students misbehave?

    • Students do not often pre-meditate or plan


    misbehaviour but the belief they do can lead
    you to adopt a defensive teaching style.

    Title: Jun 14­9:10 PM (5 of 25)
    Some reasons …………. and solutions

    • Boredom – make the work fun, relevant, topical.


    • Use variety – short focussed tasks.
    • Offer a get out clause reward of something they really
    want to do.

    Title: Jun 14­9:12 PM (6 of 25)
    Some reasons …………. and solutions

    • Lack of motivation – state you aims, make the reasons for


    the learning very clear, set targets for how much students must
    complete for each task.

    • Offer rewards.

    • Use peer support or learning partners and find out where the
    talents of the unmotivated student lie – then exploit them.

    Title: Jun 14­9:19 PM (7 of 25)
    Some reasons …………. and solutions

    • Lack of interest – try to discover what the students are


    interested in and try to deliver you curriculum through this.

    Title: Jun 14­9:20 PM (8 of 25)
    Some reasons …………. and solutions

    • Special needs – if you fail to understand the learning difficulty


    you will not know how this student will impact on your class or you
    could misinterpret actions and respond incorrectly.

    Title: Jun 14­9:20 PM (9 of 25)
    Some reasons …………. and solutions
    • Peer pressure – follow the herd– identify the "Herd Leader",
    get the catalyst on side – be a believable alternative model

    Title: Jun 14­9:21 PM (10 of 25)
    Some reasons …………. and solutions

    • Lack of self discipline – short periods of concentration to


    improve answers – try the 60 second rule.

    Title: Jun 14­9:22 PM (11 of 25)
    The Teacher Cardinal Sins
    • Winding them up – keep the students calm with calm by remaining
    calm yourself and setting calm activities.
    • Being rude – Don‛t use phrases like “shut up” or “don‛t be stupid”
    and don‛t swear at them. Talk to them like an adult no matter how
    much they provoke you.
    • Being confrontational – confrontation can be shown through body
    language, voice, verbal response and physical position.
    • Being bad tempered – avoid nagging and complaining about the
    smallest things. Try not to look grumpy – leave your luggage behind at
    home, the staffroom or the last lesson.
    • Being negative – if your first words are negative that‛s the
    response you will get. BE POSITIVE!

    Title: Jun 14­9:28 PM (12 of 25)
    The Basic Principles
    • Be definite – and know what you want. Pupils will sense
    your uncertainty and prey on it.
    • Be aware – of what you will do if you don‛t get what you
    want.
    • Be calm and consistent - polite and fair
    • Be structured – know where you are going and let the
    pupils know. This will lead to a feeling of safety and
    security.
    • Be positive – not just endless praise – it pays to be
    discriminative, but a positive outlook gives the right
    “vibes” and will make you much less stressed.

    Title: Jun 14­9:36 PM (13 of 25)
    Be structured
    • What happens during the lesson – the procedures you use need to stay 
    fairly consistent, so that students are quite clear how you expect them to 
    behave through certain activities eg: Putting up hands during Q & A; listening to 
    each other; remaining in seats.

    • Clear aims and objectives to the lesson – to keep students well motivated 
    they need to know what is going to happen during the lesson. It is important 
    that they can see purpose and direction.

    • Inform the students what you want them to achieve – Must do – should do 
    – could do

    • Take the time to let them know what they have achieved and praise / 
    reward them for this so they leave with a sense of success.

    • Tell them you are looking forward to seeing them next time.

    Title: Jun 14­9:37 PM (14 of 25)
    Be positive
    • Always greet your class positively – tell them its nice to see 
    them – your going to do some great work today!

    • Expect the best not the worst.

    • Say things in a positive way

    • Avoid criticizing if you can

    • NEVER USE SARCASM – it is hurtful and guaranteed to create 
    the anti for you.

    Title: Jun 14­9:40 PM (15 of 25)
    Be positive
    • React to misbehaviour by  giving them positive 
    choices that they are responsible for.

    • Praise individuals ‐ it will encourage all the 
    students and will help create a sense of security 
    to contribute further.

    • Use rewards more often than sanctions.

    • Offer positive ways for you students to 
    improve?

    Title: Jun 14­9:44 PM (16 of 25)
    Behaviour Management Plan
    Have a comprehensive behaviour management plan which includes: 

    • ‐positively stated  rules that tell students what they ought to be doing. 

    • ‐rules which are in addition to, not redundant of  school rules.
     
    • ‐a listing of consequences proceeding from mild penalties to removal 
    from the room. 

    • ‐ways to recognise and thank students  for having displayed 
    appropriate behaviour. 

    Title: Jun 14­9:50 PM (17 of 25)
    The Implementation of your Plan 
    • The plan should apply  equally to all students. Do not allow yourself to be 
    intimidated by certain students. 

    • Do not let crying or pleas for leniency keep you from administering 
    consequences   (unless you have made a mistake in judgement ). 

    •  Try see the humour in situations and chuckle at some of the things my 
    students do.  Don't penalize  "nutty" behaviour that will go away in a 
    second. 

    •  Use humour or distraction to redirect mild misbehaviour. 

    Title: Jun 14­9:53 PM (18 of 25)
    • CONSISTENTLY enforce rules by moving
    through the hierarchy of consequences.

    • Avoid conflicting messages.

    Title: Jun 14­9:56 PM (19 of 25)
    • You MUST remain in control of your emotions when
    disciplining.
    •
    • NEVER (ever) yell at students (except situations in which
    someone is in danger).
    •
    • You must use respectful terminology when disciplining my
    students.
    •
    • Use a calm, firm, respectful tone of voice when
    administering consequences. 

    Title: Jun 15­09:57 (20 of 25)
    • Avoid "nagging" or lecturing students who have misbehaved (Because
    they stop listening after the 4th word).

    • NEVER plead with students to behave.   Compliance to your direction


    should be met by a polite "Thank you".

    • If you decide that it is best to purposefully ignore a student's


    behaviour, be sure you praise other students for showing appropriate
    behaviour.

    Title: Jun 15­09:58 (21 of 25)
    Getting It Right In The Beginning
    The initial impact you make during the first 30 seconds that you meet your group 
    for the first time is critical. 
    Whilst renowned for his ability to stare down even the games most aggressive exponents, Collina explained that his ability to deflate tense situations 
    with a smile was equally important:
    "I only ever had a few seconds to resolve a situation and therefore using the right body language was 
    essential. 
    You just have to use the appropriate behaviour for the moment – it could be a smile, or I could be much 
    firmer, depending on the situation."
    Pierluigi Collina

    Concentrate on:
    Body Language
    Posture
    Positioning
    Eye Contact
    Tone of voice and level of command in voice
    Lighthousing / scanning of class
    Patrolling  whole territory 

    Title: Jun 15­10:01 (22 of 25)
    Title: Jun 15­10:16 (23 of 25)
    Title: Jun 15­10:18 (24 of 25)
    Title: Jun 15­10:19 (25 of 25)

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