CLASSROOM

MANAGEMENT

RTLB

BEHAVIOUR KIT

BETWEEN TEACHER AND CHILD

I have come to a frightening conclusion.

I am the decisive element in the classroom.

It is my personal approach that creates the climate.

It is my daily mood that makes the weather.

As a teacher I possess tremendous power to make a child's

life miserable or joyous.

I can be a tool of torture or an instrument of inspiration.

I can humiliate or humour, hurt or heal.

In all situations, it is my response that decides whether a crisis

will be escalated or de-escalated, and a child humanized or

de-humanized.

Haim Ginott – (Teacher and Child – 1972)

COMPONENTS

OF

EFFECTIVE CLASSROOM

MANAGEMENT

•A clear philosophy of teaching and

learning

•Good organisation and planning

•Developing positive relationships with

the students you work with

•Providing an interesting and

stimulating programme

•Effective assessment and learning

taking place for the students

•Providing clear behaviour guidelines,

routines and expectations

•Dealing effectively with inappropriate

behaviour

•FUN! Fun! Fun!

These components are grouped

into the following types of

management

PREVENTATIVE MANAGEMENT

CORRECTIVE MANAGEMENT

and

REACTIVE MANAGEMENT

PREVENTATIVE

MANAGEMENT

A CLEAR PHILOSOPHY

OF

TEACHING AND LEARNING

•Have a clear philosophy and belief that all

students can learn and behave (although

some need more support than others)

•Have high, yet realistic, expectations of the

students

•Have pedagogical knowledge about the

learning and teaching process

Know what the role of a teacher is; i.e. to

cause learning

•Know that our belief systems are reflected in

our attitudes and behaviours.

•Be aware that

Children easily pick up on things such as:

body language

tone of voice

the language we use with them etc

GOOD ORGANISATION

AND

PLANNING

• Planning relates to the curriculum guidelines

• Planning is linked to formative assessment

• Lessons are well planned with clear intentions and success criteria

• Learning tasks are at the appropriate level in order for students to experience success

• All resources and equipment are available and working

• The learning environment is set out for optimum learning – The daily timetable is displayed

– The classroom is tidy

– Seating arrangements encourage on-task behaviour

– Students have easy access to wall charts

– Student oriented displays show learning processes

– There are quiet areas for students

DEVELOPING RELATIONSHIPS

•Develop a positive learning environment for all

students in your class

•Show personal interest in each student. Share

some information about yourself that they can

relate to.

•Take time to actively listen

•Show respect and expect it back.

•Use inclusive language; our class, we, us, ours

• Respect and develop understanding of different cultures and encourage all students to value diversity

• Give positive attention and specific feedback and encouragement – Every learner needs to be given positive attention, feedback and specified praise especially when learning a new skill

THIS IS YOUR MOST EFFECTIVE MANAGEMENT STRATEGY

PROVIDING AN INTERESTING

AND STIMULATING

PROGRAMME

• Programmes are student

focussed

• Students have an input to

planning

• The content of the learning is

meaningful, relevant and

interesting for all students

• New activities are introduced

regularly

• Co-operative learning is used

• There is opportunity for student

choice

• Thinking skills are developed

• A variety of teaching methods is

used

• A variety of relevant learning

activities are given

EFFECTIVE ASSESSMENT

AND LEARNING

FOR ALL STUDENTS

ASSESSMENT

• Relevant assessment is carried out regularly to assess – current level

– areas of strength

– areas that need to be developed

• Formative assessment is analysed for the purpose of planning

• Students are taught self and peer assessment skills to assist with goal setting

• Feedback and feed forward is used to motivate learning

• Individual needs are planned for

TEACHING

• Teachers are enthusiastic about teaching

• Expectations are high

• Teachers have a clear understanding of the purpose of the learning

• Optimum teaching methods are used to facilitate learning; e.g. direct teaching, whole class or group teaching, peer support, mastery learning etc

• Scaffolding is provided

• Modelling of tasks is used

• Visual cues are provided

LEARNING

• On-task engagement is high

• Learning builds on previous knowledge

• Learning is relevant

• Learning is transferable

• Students have a chance to practice the

new learning

• Learning is linked to the key competencies

• Adaptation of the curriculum is provided

for students with special learning needs

GIVE THE STUDENTS CLEAR

EXPECTATIONS

AND

BEHAVIOUR GUIDELINES

THE 4 R’S FRAMEWORK

•RIGHTS

•RESPONSIBILITIES

•RULES

•ROUTINES

RIGHTS

In our class we have the right

to:

• Learn

• Be treated with respect

• Be safe

RESPONSIBILITIES

• We have the responsibility to be:

Honest, caring, trustworthy, helpful,

kind,

Sensible, respectful to others,

accountability, look after all

property etc, etc

CLASSROOM RULES

• Develop the rules with the class– Rules need to be worded positively, observable

behaviours and few in number

• Teach and reinforce the rules

• Display the rules

• Refer to the rules often

• Consistently enforce the rules through praise, reinforcement, rewards etc

• Re-teach the rules

• Review the rules

REMEMBER: What we allow, we teach

ROUTINES• Teach routines for the following:

– Responding to the bell

– Entering and leaving the classroom

– Beginning and end of the day

– Calling the roll

– Responding to the teacher’s signal

– Getting/giving out materials, newsletters etc

– Transition times

– Seating arrangements at tables, desks, mat

– Movement in the classroom

MORE ROUTINES

– Going to the toilet

– On-task behaviour

– Use of equipment

– Seeking help

– Class discussion

– Sitting on the mat

– Setting out books

– Handing in books

– Lining up

– Going to the library, PE, hall etc

Use Assertive Instructions• Word all of your instructions positively

DON’T SAY DON’T

e.g. “Sit in your desk, thanks” rather than “Don’t walk around the room all the time”.

• Use instructions not comments; e.g. “Sit in your desk now, thanks” instead of “I’d really like you to sit down now please Fred.”

• Make instructions short and explicit

CORRECTIVE

MANAGEMENT

MANAGING INAPPROPRIATE

BEHAVIOUR

Correct behaviour starting with the

least intrusive strategies• Be as consistent as possible

• Use positive language as much as possible

• Non-verbal re-direction or prompt; eye contact, proximity, facial expression, hand signals etc

• Rove the class and praise students who are following the instructions appropriately as a prompt for off-task students

• Have spare equipment available

• Problem enquiry; “How can I help you?”, “What do you need help with?”

• Appropriate level of task; provide scaffolding, breaking up task, modifying the task

• Behaviour enquiry; “What are you doing?” “What should you be doing?” “What was the instruction?”

• Change seating; have the student seated where distractions are reduced

FURTHER SPECIFIC

STRATEGIES

• Pause direction

• Take-up time

• When…then direction

• Broken record

• Tactical Ignoring

• Rule reminder

• Choice direction

• Diversion or distraction

• Partial agreement

• Deferred consequences

• “I” statements

• Humour

A SET OF PLANNED CONSEQUENCES(to be used if least intrusive corrective strategies are unsuccessful)

An example

• Step 1 – Warning

• Step 2 – Working away from others

• Step 3 – Time out inside classroom – 3 minutes

• Step 4 – Time out working in Buddy room – 15 minutes

• Step 5 – Time out with principal/DP

• Step 6 – Parent meeting

The use of negative consequences must be used along side a range of positive reinforcements and consequences for appropriate behaviour.

Both must be displayed on the classroom wall

RECORDING THE STEPS

Students can be made aware of which step they

are on through a variety of ways

• A coloured card placed on their desk

• A specific icon placed next to their name on a

class list displayed on the whiteboard

• Name written in teacher’s diary or notebook

• Name or initial displayed on the board

These systems can be used for both positive

reinforcement and negative consequences

REACTIVE

MANAGEMENT

REMAIN CALM

AVOID CONFRONTATION AT

ALL TIMES

Revisit previous strategies

• Pause direction

• Take-up time

• Partial agreement

• When…then direction

• Allow “cool-off” time

• Choice direction; remind of consequence

• Follow through with consequence

TIME OUT

• Time out (contingent observation); slightly

apart but able to view the activity

• Time out (exclusion); away from

classmates in specified area in the room

• Time out in another classroom

• Time out (seclusion) with principal

Adapted from Effective Time-out; Michael Nelson, 1997

MANAGING ESCALATION AND

CRISIS

• See specific information in Behaviour Kit

STRATEGIES FOR AFTER THE

INCIDENT

• Restorative Chat

• Meeting with parent/s

• Individual Plan

• Contract

• Skill teaching

• Refer to other resource personnel

Reconnect, Reflect and Repair

• Reconnect positively with student as soon as possible after correction

• Do this verbally or non-verbally

– Smile, thumbs up

– Offer assistance, check on progress

• Have a positive chat before they leave

– Reflect on how it could be different next time, how you can help etc

– Say goodbye

A BRIEF SUMMARY

PREVENTATIVE STRATEGIES

• Planning

– Rules and routines are established and taught

– Physical environment is designed for optimal

learning; seating, lighting, movement etc

– Materials and equipment are available

– Programme is well-planned and matches the

diverse range of students

– The classroom is well organised

• Communicating

– Pronounce student’s names correctly

– Develop relationships with students, school

personnel and family

– Use positive inclusive language

– Use praise, positive feedback and

reinforcement for learning

– Give precise instructions and directions

– Give think time

– Use active listening

– Model the behaviour you want to see

•Teaching

– Teach for successful learning

– Pace lessons to sustain motivation

– Provide choice

– Establish rationale and success criteria for the learning

– Give clear precise instructions

– Demonstrate and model

– Check for understanding

– Provide practice

– Monitor and give feedback

– Maintain the skill through repetition and reflection

– Teach self-evaluation skills to students

– Teach social skills and co-operative skills

CORRECTIVE MANAGEMENT

• Have a plan

• Speak calmly and assertively

• Treat student with respect

• Use “withitness”

• Roam the room

• Start with the least intrusive strategies

• Be consistent

• Give space and avoid confrontation

REACTIVE MANAGEMENT

• Remain calm

• Follow the plan

• Speak assertively

• Give brief precise instructions, choices and consequences

• Seek help when needed

• All staff to share the responsibility

• Restoration is completed

• Consequences are given

• Repair the relationship

REFERENCES

• Rogers, William A. Behaviour Recovery, 1994

• Rogers, William A. Behaviour Management, 1995

• Rogers, William A. Cracking the Hard Class 1997

• Rogers, William A. You Know The Fair Rule, 1998

• Gordon, Gerard, Managing Challenging Children, 1996

• Little, Dr Emma, Kids Behaving Badly, teacher Strategies for Classroom Behaviour, 2003

• Rhode, G. Jenson, W. & Reavis, H.K. The Tough Kid Book 1998

• Frew, John R. Classroom Management Programme, 1996

• Van der Klay, M. Classroom Management, 1991

• Van der Klay, M. Teachers’ Behaviour Planner 1998

• Grainger, Jessica Children's Behaviour, Attention and Reading Problems 1997

• Hook, Peter & Vass, Andy. Behaviour Management – Pocketbook 2007

• Absolum, Michael. Clarity In the Classroom, 2007

• Stipek, Deborah. Motivation to Learn. Integrating Theory and Practice. 2002

• Ingrid Dunckley, MOE, Managing Extreme Behaviour In Schools 2005 (Revised)