How To Support Behaviour Management
Matthew Reynolds
Vice Principal - Personal Development, Behaviour & Welfare
5 tips to support behaviour management
Getting 30 youngsters to behave for 1 hour on a wet, windy Friday afternoon can be exhausting as we are all aware. Below are 5 suggestions that can give be used to give us the best opportunity to keep them all on track…hopefully..
Set the tone at the door
Use the set routines that we have at BCA. Always meet and greet students at the door. Building relationships start here. Greet warmly at the door and monitor as the students come into your room. Set the tone for the students, my room, and my rules. The routines we have at BCA are critical. This gives all students reassurance that they know how to succeed in your classroom. With a new class at the start of the term, narrate everything and leave nothing to chance. Routines should be becoming habitual and the same in every classroom. Doug Lemov says that "the single most powerful way to bring efficiency and rigour to a classroom is by installing strong procedures and routines". Remember, the exit routine is just as important as the entry. You are supporting your collage in the next classroom.
Positioning
If you speak to any PE or Drama teacher, they will tell you that your positioning in the classroom is crucial to a successful lesson. I spent lots of time during my teaching degree focused on my positioning in the classroom. As a general rule, never have your back on any students. Robin Launder has called this having x-ray teacher vision. It's just common sense. Teenagers will smell the opportunity to play up, throw a pencil, not be on task etc. We have spoken about pastores perch as a good method of observing all students being in view. It's all worth noting that more time should be spent on your feet in the classroom rather than being sat down ( especially with a new or challenging class). It's tempting to sit down when the class are working in silence and answer that email, but don't. Be active in watching! Another point to make is when you are speaking, ensure all students are watching and tracking you. If you are in an ICT room, get them to turn their chairs around to you and face you. In a dance lesson, get them to come to you. All eyes on me, please, never any exceptions!
Your class, your rules…well nearly.
Follow the set system that has been agreed upon in the school. At BCA we have the LEARN behaviour expectations. This should be used constantly to narrate the positive. Well done, Year 8; you are all sat up tracking me. Excellent manners John, you are showing me and your peers respect. Using the LEARN expectations depersonalises issues and reinforces what we want to see in students at BCA. This is for all students from years 7-11. Remember to keep the focus on reinforcing these expectations.
The LEARN behaviour expectations that is sign posted in every classroom at BCA. So all teachers and students refer to the system routinely and consistently.
What about when behaviour is not going to plan?
Don't go with the nuclear duty teacher remove option. Use the training from Robin Launder and the least invasive interactions.
See the 4 corrections model below
If they do not work, they can go to the next option. Remember RIP and PIP. Reprimand in private and praise in public. If you ask a child to stand outside, remember it is exactly that, not get outside. Do not leave them outside the room for too long, and ensure they are on their own. This is because any more time gives them time to mis-behaviour. When you do speak to them, remember Paul Dix'sadvice, Nobody has ever improved a child's outcomes by taking them out of the classroom and pointing out their faults. Dix 2022.
If you need a friendly neighbour, send them to a room.
Catch them being good- relationships
Sometimes this can be misunderstood as being a student's friend. Good relationships are built upon a safe working environment. Lots of teachers call this firm but fair or warm strict. Regardless of the name, students at BCA need consistency and need to know that you are fair. If something goes wrong, they need to know one lesson: we can all move on. A good comment to use that I learned was, I like you, but I did not like your behaviour last lesson/week etc. This is powerful as it does not suggest that you dislike the child, a common accusation. Whatever you do, have clear agreed boundaries, be warm, kind and compassionate. Another quick tip is catching them being good. This does not mean rewarding ordinary behaviour but keeping an eye out for good work and effort. A positive phone call, praise postcard, or just a well done after the lesson goes a long way to building up the emotional currency. So when you do not challenge poor behaviour, you have something positive in the bank. Finally always follow through with what you say you are going to do. If you say you are going to call home, do it, set a detention, do it. Always follow up on any misbehaviour; students know who has and has not got good follow-through.