In my first weeks working as Deputy I was asked to support a beginning teacher who was struggling with behaviour management. After observing a few lessons it was clear that he needed a consistent approach with clear expectations, accompanied by a more positive relationship with his class. When talking to the students they said they felt confused as to when they were crossing the line, which behaviours were tolerated and what the teacher would do if they acted out. Not long after introducing 123 Magic the students became far more settled and focused on learning. Subsequently the teacher had a far more enjoyable experience and felt he could manage his class.
This post is the last in a three part series on the behaviour management program 123 Magic.
Start behaviours are very constructive and require time to build and develop. Start behaviours include organisation, tidying, beginning tasks, daily routines, homework and getting ready for school. A start behaviour aims to begin a new pattern. This requires motivation because the child has to start and continue a new behaviour. Routines are very powerful for establishing start behaviours. Once mastered, children will follow routines automatically. Routines drastically reduce discipline problems. They also make testing and manipulation from children virtually nonexistent.
There are two steps to establishing a routine for start behaviours:
The following are examples of start tactics:
The start of the day is crucial for children who struggle to regulate their behaviour. Therefore, the morning routine is critical in order to set children up for a successful day at school. If getting ready at home is a battle, the student may arrive late to school already feeling agitated and frustrated. By developing a consistent morning routine, behavioural difficulties and anxieties often dissipate. Consequently the child arrives at school feeling calm and confident.
Morning routine for children has a sequence of start behaviours – get out of bed, go to the bathroom, get dressed, eat breakfast and leave the house. To get these routines it is vital to remember the ‘no talking’ and ‘no emotions’ rules (see Part 2 of this series). It is always advisable for families to do maximum preparation the night before to make the morning as smooth as possible.
Very small children still need help and supervision in the morning. It helps to keep the routine the same each day. Parents should praise lavishly when children keep the routine. It can be useful to have a chart for the child to tick the the steps in the routine. A timer can also be helpful as a cue to get started and finish.
For anxious children this step by step routine may continue right up until the point of saying goodbye at the front gate. The expectations and steps need to be clear and consistent. When each step is followed it creates a sense or order and familiarity for the child which is reassuring. It may be hard to start at first, but if used regularly it will make morning routine and start to the school day more predictable and less emotional.
A positive relationship between teacher and student or parent and child is fundamental for emotional coaching. This type of coaching requires nurturing, empathy and reflective listening. Children often can’t apologise for poor behaviour during heightened emotion. Therefore emotional coaching and apologising takes place after an incident when the child is calm. It is important to provide positive feedback to students when they do well.
As a teacher, having fun with your class and developing a positive rapport is incredibly valuable in building the emotional bank account. Investing time into relationships with your students one to one is also key. It is vital to be available and supportive to your students, but still remember you are a caring teacher not a friend. Emotional coaching to support effective behaviour management allows teachers to maintain control of the classroom, focus on learning and enjoy time with their students.
