BEHAVIOUR MANAGEMENT

Strategies:
• Choice. Give students some control of the situation.
• Partial agreement.
• Take-up time. Make your expectations clear.
• When-then direction. “When you have finished your work, then you can go out.”
• Tactical ignoring. Concentrate on the student and not the behaviour. Praise the nearby student.
• Privately understood signals. These will help draw the class together.
• Consequences and sanctions. Implement clearly and consistently and in line with school policy.
• Redirect behaviour. Avoid discussing what the students are doing wrong.
• Deferred consequences. One-to-one situation will have a positive outcome.

Use a hierarchy of strategies:
• Eye contact, non-verbal, proximity, calling out the student’s name
• Question, support, choice, reminder, redirection
• Warning, clarify consequences
• In-class consequence
• Follow-up

Question yourself:
• Do you make the learning objectives and expectations of behaviour clear that suit the lesson context?
• Do you have a clear and focused lesson and behaviour plan?

Three relationships to consider:
• Relationship with the curriculum
• Student behaviour and curriculum progress are linked
• Make the curriculum meaningful

Relationship with self:
• A student must feel confident that they will learn and succeed.
• They are more likely to engage in the challenge of the learning.

Relationship with others:
• All behaviour has context.
• Behaviour is triggered by the interaction with others.

Sources: “Behaviour4learning”
http://www.behaviour4learning.ac.uk/

“Behavior Management”
http://www.teachervision.fen.com/classroom-management/behavior/5806.html

“Dr. Mac’s Amazing Behavior Advice Site”
http://www.behavioradvisor.com/