“Reward” positive

behaviour choices -feedback

Positive and high

expectaions –of learning,

outcomes and individuals

Consistent approach to everybody and each situation

Thread key competency

learning opportunities throughout

teaching programme

Pre-empt opportunities for negative behaviour –

routine, order

Move from passive to deliberate

Move from reactive to proactive

BEHAVIOURMANAGEMENT

CLASSROOMMANAGEMENT

Behaviour Management Scenarios

1.) Doug is a Y4 student, receives special education support and is emotionally impaired. He typically has a lot of energy. On one particular day, Doug is repeatedly getting out of his seat. You have repeatedly instructed him to remain seated, but every 3 to 5 minutes Doug either makes an attempt to get up and sharpen his pencil, get a drink, or squirm about in his chair.

2.) One day on your playground duty, right before the bell is to ring at the end of lunch, a student from your class comes up to and tells you that Jon (another student from your class) is standing over in the corner and has been throwing rocks, at both the building and in the general direction of other students. As you walk over to where Jon is, you see that he now has a big rock his hand. You first ask Jon to put down the rock and he refuses to comply – stating “you can’t make me.”

3.) The last session of the day has started when Kim walks into your classroom and slams her books onto her desk. Kim is a student who is usually moody, but in general has not caused many problems (or disturbances in your classroom, although you have heard of her being disrespectful to other teachers). You can’t help but think that first she comes late and then interrupts your review of yesterday’s material with theslamming of the books. You continue your teaching, but hear heavy sighs coming from Kim. A few moments later, you clearly hear an obscenity.

4.) You have just finished the maths lesson and your students are working either in pairs or alone – their choice. You notice that Heather is working alone, again. She seems to work for a moment, then daydream, then return working again. You reflect that Heather’s face often looks emotionless and you can’t remember if you have ever seen her smile since school started. However, you have seen her cry during assessments. Other teachers have remarked on seeing similar behaviour.

5.) Throughout class you notice that Chris and Keith are glaring at each other and making some snide comments, when they are within ear-shot of each other. As your class begins to exit the room, Chris and Keith end up next to each other. Keith shoves Chris, which results in Chris turning around and throwing a punch. Chris has caused many previous problems in your class all year – particularly with the other children. He usually responds fairly well to you, but has had previous displays of aggressive behaviour. Keith has previous not caused any problems for you and typically is well-behaved.

Name _______________________ Date _______________________

PLUS

MINUS INTERESTING

© Worksheet Library 3 Row PMI Chart

Cooperative Skills Activities

Cooperative Construction – super powers combineEach group member has one super power that only they can perform (e.g. cutting, sticking, drawing, fetching, folding, etc). Together as a group you need to combine your super powers to construct a … (e.g. bridge, tower, kite, box, necklace, etc).For an extra step up time can be limited and / or a rubric (success criteria) applied to evaluate the construction.

Learning outcomes: communication, cooperation, valuing others’ skills, valuing others’ ideas.

Cooperative Combos – one of these things is not like the other oneEach class member receives a card with a word / picture on it (could be themed e.g. food, or random). By interacting and talking with classmates, individuals need to pair or group up according to a given criteria (e.g. useful in the dark, parts for making a time machine, best weekend ever, etc). Groups have to justify how their combinations meet the criteria.

Learning outcomes: communication, cooperation, creative thinking, reasoning and evaluating.

Cooperative Counting – as easy as 1-2-3Class sits in a circle looking down or outwards with no eye contact. Without a planned start person or pattern the group needs to count aloud from 1 to 10. If two people talk at the same time, you go back to the start. If you reach 10, how high can you count before having to reset?

Learning outcomes: cooperation, strategy planning, risk taking.

Three Whys – why, oh why … oh whyGroup the class into 3s and provide each group with a topic related statement. Person 1 reads the statement and asks Person 2 “why”. Person 2 responds (thereby making a ‘new’ statement) and asks Person 3 “why”. Person 3 responds (thereby making another ‘new’ statement) and asks Person 1 “why”. Person 1 responds and ends by saying “that’s why”.

Alternatively, group the class into 4s. Person 1 makes a topic related statement. Person 2 asks “why” and Person 1 responds (this then becomes the ‘new’ statement). Person 3 asks “why”, Person 1 responds. Person 4 asks “why”, Person 1 responds.

Learning outcomes: communication, listening, inquiry, clarification and reasoning.