You might have vivid memories of a teacher losing it and completely belittling someone in your class for misbehaving. Perhaps that kid was you? Familiar phrases such as “What are you doing?” “I’m absolutely sick you” “I’m over your behaviour today” might help the teacher to vent their frustration, but do little in managing behaviour positively. As teachers it is vital that we convey responses to off-task or disobedient behaviour in a controlled and clear manner. Behaviour management should use positive language and must be based on strategy and purpose. Bill Rogers talks about the least to most intrusive principle, where you use techniques to correct behaviour without disrupting the lesson flow. Here are six least intrusive practices you can use as positive behaviour management techniques in your classroom.
1. Descriptive Cue-ing: Describe the distracting behaviour to the student to raise their awareness “Billy you’re tapping on your chair and it’s becoming distracting”. This puts the responsibility back on the student and gives them the opportunity to correct their behaviour.
2. Reminding: This is an effective positive and corrective technique. During the establishment phase of the lesson remind students of the key rules. Then use reminders to reinforce these rules “We have a rule about calling out, use it please thanks”.
3. Tactical Pause: This is used when teachers want to gain attention of students. Initially raise your voice briefly to gain attention, then follow with a pause before giving further directions in a lowered tone. The pause communicates to students that you expect their focus and attention. “Listening everybody” pause “Now we’re going to write down the key ideas from your group work discussion”.
4. Tactical Ignoring: This is a conscious decision to ignore off-task behaviour in order to facilitate the flow of the lesson. This is different to blind ignorance, it is a deliberate choice to ignore disobedient behaviour. This can be difficult as it requires patience and self-control. “We’re about to move into reading groups” Jack calls out “Reading is for wimps”. Teacher responds “Ben can you please get out the reading books”.
5. Non Verbal Signals: This is one of the least intrusive methods of behaviour management and a positive means of communicating to students. Initially non-verbal signals are paired with a description of the behaviour. “Four on the floor” paired with the action of a thumb and three fingers pointing in a downward motion. Later the non-verbal signal is given without the verbal description.
6. Take Up Time: It is important for teachers to give students time to respond to the corrective discipline. This allows for face saving and the building of cooperation and trust between teacher and student. “Ben cross your legs please” allow take up time rather than pouncing straight away and saying “Ben hurry up, I’m waiting, cross your legs, I’m sick of your sloppy behaviour”.
After redirecting students to correct their behaviour it is very important to re-establish a working relationship. This involves using positive language to reconnect with the student so they do not feel isolated or defeated. Find a way to praise the student for correct behaviour to re-establish a trusting working relationship and maintain a positive learning environment.
Question for you: What effective behaviour management techniques do you use as a teacher or parent?
