Positive behaviour
management
Practical ways of being a positive teacher
Teaching environment– table arrangement
rows or tables in groups
what are the uses and
disadvantages?
– displayswhat purpose(s) do they serve?
– availability of resourceswhy is this important?
– colour
Practical ways of being a positive teacher
Planning and approach to teaching
• enthusiasm for subject• energy• pace• well-planned, interesting
activities • appropriate level – build in
success
Practical ways of being a positive teacher
Teacher’s attitude to pupils
– develops a relationship with pupils
– greets the class in a positive way
– values pupils
– uses praise
– uses constructive language
– offers a positive role model
– makes effective use of verbal and non-verbal skills
– manages behaviour in a positive way
Body language
• Facial and body expression– eye contact, smile, stance,
gestures, personal space
– confident– assertive, not aggressive
• Voice– firm, clear, not shouting
Expectations
Set high expectations, but not unrealistic ones
– give clear and consistent boundaries
– establish simple routines – use rewards and sanctions in a
constructive way– explain expectations clearly – set them when you first take the
class, reiterate if necessary– are phrased in a positive way e.g.
instead of ‘ Don’t shout out’ you could say ………………………….
Rules and routines
• What rules?
• What routines?
Rewards
What are suitable rewards?
• rewards must be desirable to the students involved
• adapt reward system to suit individual pupils
• don’t forget attention and praise
• consider giving rewards more subtly
• phone call/postcard home
Rewards
• how frequently do the teachers you work with give rewards?
• which rewards work best with Y7? Y10?
• which rewards do you plan to use?
• can you think of any more unusual rewards that might work for you?
If expectations are not met– react with surprise, not anger– establish eye contact– stay calm and assertive– speak clearly and firmly– stay in control of your own behaviour –
don’t rise to the bait– reinforce what you do want– expect compliance by saying ‘I want you to
………. Thank you.’– reward a pupil who is doing what you want –
this will encourage the rest– address the primary behaviour– ignore secondary behaviour (Don’t get
sucked in)– focus on the offence, not on the offender– know when to be flexible
If conflict escalates– react with surprise, not anger– establish eye contact– stay calm and assertive– speak clearly and firmly– stay in control of your own behaviour –
don’t rise to the bait– reinforce what you do want– expect compliance by saying ‘I want you to
………. Thank you.’– reward a pupil who is doing what you want –
this will encourage the rest– address the primary behaviour– ignore secondary behaviour (Don’t get
sucked in)– focus on the offence, not on the offender– know when to be flexible
If expectations are not met
• Step 1 – tactical ignoring
• Step 2 – simple direction to student
• not across the room• use a positive statement, rather than a
negative one
• Step 3– repeat 2
– if pupil argues • don’t argue back• give a clear choice based on school
discipline procedure (Think this through ahead of the lesson)
If expectations are not met
• Step 4 – give take-up time
• Step 5 – follow up the choice made by the
student– separate pupil and audience
Sanctions
– make the sanction count– always follow through– don’t threaten what you won’t
enforce– don’t threaten to bring
someone else in– don’t bear grudges
Useful Resources
• ‘Ped. Pack’ booklets– Improving the climate for learning
– Classroom management
• Books by Bill Rogers or Sue Cowley for practical tips
• Behaviour2Learn http://www.behaviour2learn.co.uk/
Room colours from Wang and Russ, 2008 Computer Classroom Wall Colour Preference and the relationship with Personality Type of College Students