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Developing Effective Behaviour and Classroom Management Strategies

Monday 24th April B.Heath

A Definition of Classroom Management

Classroom management is a method by which a teacher creates a positive and productive learning environment for his or her students by preventing and effectively dealing with inappropriate behaviour.

I believe the teacher has the ability to create the learning environment they want if they use the right strategies.

Be Positive: Reflection on the times article (starter)

Research has shown that children receive 10 negative comments to every positive one

Give positive attention

Some students are so starved for attention they

don’t care what kind of behaviour they display

It is easier and more dependable to get

attention from negative behaviour

Which students get most of your

attention in your lessons?

Practical Strategy: Turn negatives into positives

(avoid questions, confrontations and manage conflict)

“Why are you late?”

Harry, that’s not normally like you to be late, your normally on time? I’d like you to make every effort to get here earlier next week, as I don’t want you to miss out on any aspects of the lesson.

“Why aren’t you working?”

Billy, I was really impressed with your homework last week. I’d like you to focus on what you are doing as I’m sure you can reproduce that standard in lesson time.

“Will you stop talking?”

Fred, I spoke to your Mum last week and mentionedhow pleased I was with your improved attitude in class,now don’t let me down by chatting.

Classroom Management

How should you organise the classroom?

How do you prepare a lesson to maintain good classroom management?

How can you improve the relationshipbetween you and your students?

How do you actually teach?

The classroomThe classroom

Classroom environment and temperatureClassroom environment and temperature

Seating arrangements and seating plansSeating arrangements and seating plans

Physical layoutPhysical layout

ICT ICT

LitterLitter

Sitting up, space to work, bags, dress codeSitting up, space to work, bags, dress code

Chewing gumChewing gum

School ExpectationsSchool Expectations

Appropriate displays (students work)Appropriate displays (students work)

Lesson preparation and Lesson preparation and structurestructure

You have to be organised and ready to teach You have to be organised and ready to teach

Start of the lesson: can you arrive before the bell?Start of the lesson: can you arrive before the bell?

Starter activity: (if behaviour is a problem avoid getting students to stand)Starter activity: (if behaviour is a problem avoid getting students to stand)

Matching the content to the ability of the students: Matching the content to the ability of the students: challengechallenge, variety, pace, , variety, pace, enthuseenthuse

Avoid too many transitionsAvoid too many transitions

Register when students are on task (in the middle of the lesson)Register when students are on task (in the middle of the lesson)

Homework: set and collect in the middle of the lesson (combine 2 homeworks Homework: set and collect in the middle of the lesson (combine 2 homeworks where possible)where possible)

Use AfL and give appropriate marking and feedbackUse AfL and give appropriate marking and feedback

End of lesson (timing) Do not keep the whole class backEnd of lesson (timing) Do not keep the whole class back

StudentsStudents

Know your studentsKnow your students– NamesNames– Strengths and weaknessesStrengths and weaknesses– InterestsInterests– NeedsNeeds

Differentiate instructions and time to actDifferentiate instructions and time to act

Monitor the students, move around but think about where you are standingMonitor the students, move around but think about where you are standing

Build professional relationships: be honest, set high standards, don’t be matesBuild professional relationships: be honest, set high standards, don’t be mates

Participate and support: extra-curricular activities: music, drama, sport, the arts, etcParticipate and support: extra-curricular activities: music, drama, sport, the arts, etc

Withitness: Be sharp, swithced on and be awareWithitness: Be sharp, swithced on and be aware(mobile phones, on task, doing other work, writing notes to each other)(mobile phones, on task, doing other work, writing notes to each other)

(Humour)(Humour)

Be Switched on

Why students don’t do what you want Why students don’t do what you want them tothem to

1.1. They don’t know what to do.They don’t know what to do.

2.2. They don’t know how to do it.They don’t know how to do it.

3.3. They don’t know why they should do it.They don’t know why they should do it.

4.4. They aren’t suited or matched to the task.They aren’t suited or matched to the task.

5.5. There isn’t any consequence.There isn’t any consequence.

6.6. There isn’t any relevant feedback.There isn’t any relevant feedback.

7.7. They get more attention by not doing it.They get more attention by not doing it.

What do good motivators What do good motivators do?do?

1. Use novelty, mystery, puzzlement, and excitement to 1. Use novelty, mystery, puzzlement, and excitement to energise their lessons.energise their lessons.

2. Use colour, sound, movement, and student activity to 2. Use colour, sound, movement, and student activity to attract and hold attention.attract and hold attention.

3. Assign individual and group projects as a means of 3. Assign individual and group projects as a means of adding sense of purpose to what is being learned.adding sense of purpose to what is being learned.

4. State clear, reasonable expectations and requirements 4. State clear, reasonable expectations and requirements to avoid confusion and enlist student cooperation.to avoid confusion and enlist student cooperation.

5. Challenge and set high expectations5. Challenge and set high expectations

What good motivators don’t doWhat good motivators don’t do

1. 1. They don’t bore students with endless talking/instructionsThey don’t bore students with endless talking/instructions

2. They don’t confuse their students.2. They don’t confuse their students.

3. They don’t vacillate. (let mood affect how they treat them.)3. They don’t vacillate. (let mood affect how they treat them.)

4. They don’t frustrate their students.4. They don’t frustrate their students.

5. They don’t intimidate their students.5. They don’t intimidate their students.

6. They do not punish their students for failures or shortcomings.6. They do not punish their students for failures or shortcomings.

7. They don’t use sarcasm, or put people down.7. They don’t use sarcasm, or put people down.

Practical StrategiesPractical StrategiesSanctions at DGSSanctions at DGS

1. Speak clearly, quietly and calmly, have belief in what you are asking and be almost perplexed at 1. Speak clearly, quietly and calmly, have belief in what you are asking and be almost perplexed at the thought the student may refuse to do what you ask. Demand and set high standards for the thought the student may refuse to do what you ask. Demand and set high standards for everything: Dress, puntuality, politeness. Avoid confrontation, manage conflict.everything: Dress, puntuality, politeness. Avoid confrontation, manage conflict.

2. Speak 1:1 (if possible – lesson content) always try to start the sanction with a positive2. Speak 1:1 (if possible – lesson content) always try to start the sanction with a positive

3. Speak very clearly again stating fact: I have now spoken to you three times. I3. Speak very clearly again stating fact: I have now spoken to you three times. I’’ve stated clearly ve stated clearly what behaviour I expect. If I have to speak to you again, youwhat behaviour I expect. If I have to speak to you again, you’’ll need to see me after the lesson. ll need to see me after the lesson. (do not shout or even raise voice)(do not shout or even raise voice)

4. That will be 5 mins off your break time.4. That will be 5 mins off your break time.

5. This is not a discussion, or open to debate (if they answer back).5. This is not a discussion, or open to debate (if they answer back).

Practical StrategiesPractical Strategies

6. Hopefully student displays appropriate behaviour – speak to them and be 6. Hopefully student displays appropriate behaviour – speak to them and be positive. Explain that the 5 mins can disappear if he/she continues to positive. Explain that the 5 mins can disappear if he/she continues to show the correct behaviour. (equally state that the time can increase if show the correct behaviour. (equally state that the time can increase if they continue to talk etc)they continue to talk etc)

7. Take it up to 10 mins if necessary (extra work)- use HW diary7. Take it up to 10 mins if necessary (extra work)- use HW diary

8. Hand out lunch time detention (15 – 30 mins)8. Hand out lunch time detention (15 – 30 mins)

9. Continual inappropriate behaviour – state that you will refer them for an 9. Continual inappropriate behaviour – state that you will refer them for an after school detentionafter school detention

10. Completely inappropriate behaviour (eg. Fighting, swearing at you) send 10. Completely inappropriate behaviour (eg. Fighting, swearing at you) send to receptionto reception

What helps: Contact immediately with parent by phone (I have just taught What helps: Contact immediately with parent by phone (I have just taught Jimmy, and is behaviour was really disappointing. Is everything okay at Jimmy, and is behaviour was really disappointing. Is everything okay at home, because he isnhome, because he isn’’t normally like this……)t normally like this……)

Contact with form tutor. But try to deal with relatively minor issues yourself, Contact with form tutor. But try to deal with relatively minor issues yourself, otherwise the student will pick up on you passing over controlotherwise the student will pick up on you passing over control

References References

Class Management in the Secondary SchoolE.C Wragg ISBN 0415249546

Develop your classroom management skillsRoger Smith ISBN 1850081301

Working inside the black box “Assessment for learning in the classroom”

Paul Black, Christine Harrison, Clare Lee, Bethan Marshall & Dylan Wiliam

Hay McBer (2000) report for the DfES

Elementary Classroom Management, Charles & SenterElementary Classroom Management, Charles & Senter. .