Sharing Good Practice
Three simple rules
to excellent behaviour management
By Gianna Ulyatt
behavior is positive. Student will eventually
realise that they are being noticed and are
receiving attention for the right reasons.
This strategy works, however it requires
relentless vigilance by the teacher. But it
means that positive behaviour gets the
teacher’s attention. Consequently the class
works harder and relationships improve.
Devise a simple reward and sanctions
system. For example, divide the class into
four groups. Each group has a transparent
container. Every time a student behaves
well, the group the student belongs to is
rewarded with a marble in their container.
If a student misbehaves the other three
groups are rewarded with a marble. This
encourages peer group pressure on
everyone to behave well. At the end of the
week the winning group is rewarded.
T
he behaviour of students is
discussed daily in every staff
room. The main difficulty we,
as teachers have, is defining
exactly what we mean by the word
"behaviour". This is because the
behaviour of students and adults
varies according to the situation.
The expected actions of a student at
break time are quite different to those
expected in class. Behaviour therefore
varies according to the situation and
the established rules.
All organisations need established
rules that are appropriate to the
circumstances. These rules must be
understood by everyone. The fewer
the rules, the easier it is for students
and young children to follow them,
and for adults to enforce them.
Schools generally need three rules
that are overarching so that rewards
and sanctions can be linked back to
the rule. Three simple rules that tell
students how they are to behave are
– ‘good looking; active listening; kind
hands’.
Teachers must discuss these rules
in detail and explain them clearly, so
that everyone understands the deeper
meaning. For example:
"Good looking" means making eye
contact with peers, looking at the
teacher and giving full attention when
ideas are being explained or when
images are being shown.
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"Active listening" means listening to
the teacher and to peers, engaging
in fruitful two –way conversation with
a partner and sharing ideas. It means
being an attentive listener at all times.
This leads to being able to pose
sensible questions if you have not
quite grasped a new idea or concept.
"Kind hands" means being helpful
with peers and showing initiative in all
aspects of school life, such as helping
to tidy away resources and equipment,
putting litter in bins and generally
using your hands to create a better
learning environment.
Some students with serious difficulties
may need some private discussion with
the teacher. The teacher could provide a
table where the student can sit and work
alone. This table should be called the
‘private office’ and it should be available
to anyone who feels they need ‘time out’
within the classroom. Managing behavior,
through positive methods, is hard work
and emotionally draining, but seeing the
improvements in academic progress and
in attitudes to school work make it all
worthwhile.
The rules must be posted on the
corridors and classroom walls.
Students and teachers must all be
aware of rewards and sanctions.
1. Make sure the rules are few in number
and are clearly understood
2. Ignore negative behaviour unless it is
physically or emotionally harmful
3. Find every opportunity to praise and
reward good behavior, either vocally,
or by a gentle tap on the shoulder or a
smile.
4. Devise a visual reward system for the
class or for an individual
5. Relate praise and rewards back to the
school rules to make sure students are
aware of why these are being offered
The most important way of promoting
appropriate behaviour is through
offering praise to those who are
behaving correctly according to
the situation. Whenever a student
misbehaves, teachers should try to
ignore it unless the negative beh aviour
will physically or emotionally harm the
student or another person. As well as
ignoring the bad behavior, the teacher
should look for students whose
behaviour is completely appropriate
and praise them, explaining why
praise is given. With students who
often misbehave, the teacher must
watch them carefully reward them
and offer liberal praise when their
Class Time
Checklist
References:
Atherton, JS (2013) Learning and Teaching
Mather, N and Goldstein, S (2001) Learning Disabilities
and Challenging Behaviors
Baltimore Paul H A Guide to Intervention and Classroom
Management Brookes Publishing Co (pp 96-117)