10 golden rules of behaviour management
1. Organise things to prevent misbehaviour
Great teachers deliberately do things to make it less likely that children will misbehave. Here are some key suggestions:
· Make sure the curriculum is relevant, interesting, accessible and diverse. Remember to alter the pace of your teaching to break up the monotony.
· Have clear logical routines and seat plans. Make sure that children can easily access resources.
· Learn children’s names, meet and greet them, show interest in them. Make a point of knowing one of their interests, and speak to them outside of the classroom.
“Seating plans are key
2. Use the language of choice
The language of choice is in contrast to the language of demand. If you demand something of someone, for example, saying: ‘If you don’t stop talking now you’ll be in detention!’, you’re actually allowing them two options:
· Resist the demand and create temporary conflict
· Accede to the demand (and lose face)
Whereas the language of choice places responsibility for behaviour with the child, for example, a teacher says: “If you choose to interrupt again while I’m explaining this you’ll receive a warning. Make a better choice. Thanks.” Crucially, this approach acts as a bypass to the natural ‘resistance principle’, which occurs when we are told what to do by someone else. But, if the child continues to talk, the sanction can be applied as a logical consequence to their inappropriate choice.
Effective teachers regularly smile, give thumbs up, or say thanks to point out and reinforce when children make appropriate choices.
3. Use positive language
By this I mean language that describes success and avoids use of the word ‘don’t’. A key principle in positive language is simply to describe what you want children to do rather than what you want them to stop doing. For example,. “Can you stop talking and pay attention”, becomes “Carl, I need you to put your pen down, look this way and listen. Thanks.”
The simple rationale is that our brains cannot process negative statements. Try this: don’t think of a banana (to do this you have to picture a banana first!)
If you use positive language children are less likely to resist, and, because it is said in a pleasant and respectful tone the child is more likely to follow the instruction and want to experience more of the same.
4. Establish clear structures and processes to set expectations
Use the widely known ‘4Rs’ framework:
· R Right to be safe, to learn, to be treated with respect - these are mutual
· R Responsibility to act in a way that protects mutual rights and to be responsible for our own choices about our behaviour
· R Rules are operational descriptions of behaviour that support mutual rights. For example, “Follow instructions willingly”, protects the right to learn, teach and be safe
· R Routines, such as entering and leaving the classroom, handling equipment
“Sharing learning objectives with the children is a good way for children to know what is expected of them,” says Imogen, who also draws up ground rules for behaviour with children at the beginning of the year.
5. Use reflective listening skills
Teachers should use the opportunity to show that although they understand how a child is feeling or thinking, they do not necessarily always agree. Validating children’s feelings prevents children feeling upset or frustrated because at least their view is understood. For example, a child isn’t concentrating on their work and is keen to go over to the art table instead. The teacher recognises this and says: “I know you would prefer to go over to the art table now, but I need you to concentrate on your work and get it finished. Thanks.”
6. Be specific and descriptive when offering praise or warnings
Praise on its own doesn’t point out explicitly the things children have done well. By adding description, the teacher gives a clear direction for how further positive feedback can be obtained in other similar contexts. This gives a sense of control to the child. For example, a teacher that says: “This group has allocated the jobs to do and are sharing resources and recording their results. That’s really effective work. Well done!” is more effective than the one who comments, “Well done this group.”
This is the same for warnings. By adding a description of the poor behaviour it makes it much easier for the child to recognise what they have done wrong and to alter their behaviour. It also makes things clearer when working through the school rules.
7. Be consistent
Inconsistency often presents as giving warnings or sanctions but not carrying them through or applying sanctions and then letting children off. Children of all ages need to know where they stand and that the adult is consistent and cares enough to say no, mean no, and follow through when necessary. “I tried to improve the behaviour of my class by constantly giving warnings,” says Maria “But I failed to follow them through. Needless to say, they ran amok,” she says.
8. Criticising the behaviour NOT the person
Really effective relationships are built on distinguishing what someone does - their behaviour -from the actual person. For example, if a teacher says: ‘Don’t be so spiteful!’ the child will feel personally attacked. Criticising the specific behaviour is a more effective strategy as it gives pupils an opportunity to learn and modify their behaviour. The same teacher could say instead, ‘Calling Rebecca names is hurtful behaviour.’
9. Follow through
If you give warnings of any kind be fully prepared to follow them though, a failure to do so will make the situation worse. ‘Nathan if you continue to interrupt you’ll be choosing to lose three minutes of playtime’, makes the request and consequent action fair and clear.
10. Follow the school rules
These are there to support you and allow for repeat offenders to be dealt with.
2 other things to remember….
Attempting to control a class
You cannot control anybody else’s behaviour but your own. Highly effective teachers seek to influence and manage children’s behaviour. If teachers are determined to control a class they often find that classroom interactions become more hostile and they, in turn, become increasingly demanding with a heavy reliance on punishment.
The other end of the attitude spectrum is the teacher who needs to be a ‘best friend’ to children, which can lead to blurred boundaries and some children will feel socially excluded.
Taking poor behaviour personally
All behaviour is purposeful in the sense that it attempts to either gain something, usually peer kudos or attention, or not lose something, usually saving face in front of their friends. You can avoid this by:
· Modelling the behaviour you want rather than react to the behaviour you’re getting.
· Looking to find solutions to behavioural issues in a professional and measured way as part of the challenge of the job.
· Managing your emotions and being optimistic that a way forward will be found in time.
· Keeping things in perspective; remember the things you do well and avoid focussing on things that have gone badly.
Great teachers deliberately do things to make it less likely that children will misbehave. Here are some key suggestions:
· Make sure the curriculum is relevant, interesting, accessible and diverse. Remember to alter the pace of your teaching to break up the monotony.
· Have clear logical routines and seat plans. Make sure that children can easily access resources.
· Learn children’s names, meet and greet them, show interest in them. Make a point of knowing one of their interests, and speak to them outside of the classroom.
“Seating plans are key
2. Use the language of choice
The language of choice is in contrast to the language of demand. If you demand something of someone, for example, saying: ‘If you don’t stop talking now you’ll be in detention!’, you’re actually allowing them two options:
· Resist the demand and create temporary conflict
· Accede to the demand (and lose face)
Whereas the language of choice places responsibility for behaviour with the child, for example, a teacher says: “If you choose to interrupt again while I’m explaining this you’ll receive a warning. Make a better choice. Thanks.” Crucially, this approach acts as a bypass to the natural ‘resistance principle’, which occurs when we are told what to do by someone else. But, if the child continues to talk, the sanction can be applied as a logical consequence to their inappropriate choice.
Effective teachers regularly smile, give thumbs up, or say thanks to point out and reinforce when children make appropriate choices.
3. Use positive language
By this I mean language that describes success and avoids use of the word ‘don’t’. A key principle in positive language is simply to describe what you want children to do rather than what you want them to stop doing. For example,. “Can you stop talking and pay attention”, becomes “Carl, I need you to put your pen down, look this way and listen. Thanks.”
The simple rationale is that our brains cannot process negative statements. Try this: don’t think of a banana (to do this you have to picture a banana first!)
If you use positive language children are less likely to resist, and, because it is said in a pleasant and respectful tone the child is more likely to follow the instruction and want to experience more of the same.
4. Establish clear structures and processes to set expectations
Use the widely known ‘4Rs’ framework:
· R Right to be safe, to learn, to be treated with respect - these are mutual
· R Responsibility to act in a way that protects mutual rights and to be responsible for our own choices about our behaviour
· R Rules are operational descriptions of behaviour that support mutual rights. For example, “Follow instructions willingly”, protects the right to learn, teach and be safe
· R Routines, such as entering and leaving the classroom, handling equipment
“Sharing learning objectives with the children is a good way for children to know what is expected of them,” says Imogen, who also draws up ground rules for behaviour with children at the beginning of the year.
5. Use reflective listening skills
Teachers should use the opportunity to show that although they understand how a child is feeling or thinking, they do not necessarily always agree. Validating children’s feelings prevents children feeling upset or frustrated because at least their view is understood. For example, a child isn’t concentrating on their work and is keen to go over to the art table instead. The teacher recognises this and says: “I know you would prefer to go over to the art table now, but I need you to concentrate on your work and get it finished. Thanks.”
6. Be specific and descriptive when offering praise or warnings
Praise on its own doesn’t point out explicitly the things children have done well. By adding description, the teacher gives a clear direction for how further positive feedback can be obtained in other similar contexts. This gives a sense of control to the child. For example, a teacher that says: “This group has allocated the jobs to do and are sharing resources and recording their results. That’s really effective work. Well done!” is more effective than the one who comments, “Well done this group.”
This is the same for warnings. By adding a description of the poor behaviour it makes it much easier for the child to recognise what they have done wrong and to alter their behaviour. It also makes things clearer when working through the school rules.
7. Be consistent
Inconsistency often presents as giving warnings or sanctions but not carrying them through or applying sanctions and then letting children off. Children of all ages need to know where they stand and that the adult is consistent and cares enough to say no, mean no, and follow through when necessary. “I tried to improve the behaviour of my class by constantly giving warnings,” says Maria “But I failed to follow them through. Needless to say, they ran amok,” she says.
8. Criticising the behaviour NOT the person
Really effective relationships are built on distinguishing what someone does - their behaviour -from the actual person. For example, if a teacher says: ‘Don’t be so spiteful!’ the child will feel personally attacked. Criticising the specific behaviour is a more effective strategy as it gives pupils an opportunity to learn and modify their behaviour. The same teacher could say instead, ‘Calling Rebecca names is hurtful behaviour.’
9. Follow through
If you give warnings of any kind be fully prepared to follow them though, a failure to do so will make the situation worse. ‘Nathan if you continue to interrupt you’ll be choosing to lose three minutes of playtime’, makes the request and consequent action fair and clear.
10. Follow the school rules
These are there to support you and allow for repeat offenders to be dealt with.
2 other things to remember….
Attempting to control a class
You cannot control anybody else’s behaviour but your own. Highly effective teachers seek to influence and manage children’s behaviour. If teachers are determined to control a class they often find that classroom interactions become more hostile and they, in turn, become increasingly demanding with a heavy reliance on punishment.
The other end of the attitude spectrum is the teacher who needs to be a ‘best friend’ to children, which can lead to blurred boundaries and some children will feel socially excluded.
Taking poor behaviour personally
All behaviour is purposeful in the sense that it attempts to either gain something, usually peer kudos or attention, or not lose something, usually saving face in front of their friends. You can avoid this by:
· Modelling the behaviour you want rather than react to the behaviour you’re getting.
· Looking to find solutions to behavioural issues in a professional and measured way as part of the challenge of the job.
· Managing your emotions and being optimistic that a way forward will be found in time.
· Keeping things in perspective; remember the things you do well and avoid focussing on things that have gone badly.
