Good teachers manage the behaviour of most of the students most of the time. 

 

 

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 routines

 

• 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.

 

BEHAVIOUR MANAGEMENT

 

• No guarantees  or quick fixes when dealing with behaviour – children are unpredictable

 

• Use a wide range of skills and tools (toolkit) – have as many options as you can

 

• Keep calm – less likely to be met with confrontation

 

• Use Positive Behaviour Management techniques

 

POSITIVE BEHAVIOUR MANAGEMENT

 

• Works with most of the children most of the time

• Use positive not negative language (‘do’ rather than ‘don’t’)

• Effective use of praise and rewards

• Separate the behaviour from the individual

• Redirect towards success rather than highlight mistakes

• Say  ‘thanks’ rather than  ‘please’ Eg: " pick up the pencil, thank you" . 

 

 

The 4 RS Framework

Bill Rogers (1995) outlines the importance of the 4 Rs framework as a backdrop to any successful classroom management strategies. Experience has shown that involving the children in the establishment phase is crucial to how well they respond to the teacher's expectations for the class ethos.

Children must be made aware of their rights and responsibilities as a group and frequent opportunities for discussion to enrich their understanding and acceptance of these rights and responsibilities must be facilitated and given designated teaching time.

Children need to be involved in the formation of their classroom rules - the success with the adoption of these rules is directly correlated to the children's involvement.

A sense of ownership of these rules will increase the likelihood of the rules being adhered to for asustained period.

Children must experience the consistency of the consequences to trust, understand and accept that all their actions and choices have consequences. Children must also get the impression that the consequences are fair and do not vary from child to child or from day to day.

 

Reference: Rogers, B. (1995). Behaviour Management - A Whole School Approach. Australia: Scholastic.