CLASSROOM
MANAGEMENT
P Draper
Reference:
"Better Behaviour, Better Learning Initiative" "Essential Skills for Classroom Management" Queensland Government Education
Key elements of Behaviour Management
1
Set clear expectations
2
Acknowledgement
1 Set Clear Expectations Establish expectation eg make rules.
Give instructions - tell students what to do.
Waiting and scanning - stop and assess what is happening.
Cueing with parallel acknowledgement - Praise another student to prompt others.
2 Timely Acknowledgement Body language encouraging - Smile, gesture.
Descriptive encouraging - Praise, describing behaviour.
3 Appropriate Correction Selective attending - Not obviously relating to some bad behaviour.
Redirecting to the learning - Prompting on-task behaviour.
Giving a choice - describe students' options and likely consequences.
Follow Through - doing what you said you would.
Balance Model
Teacher has balance in the classroom when they have:
1 Clearly articulated their expectations (strategies to teach expectations?) 2 Balance exists between -
(a) using verbal/non-verbal language to acknowledge students (b) teachers correcting inappropriate behaviour
Acknowledge Correction
Imbalance occurs when: (i) Unclear expectation
Students unsure about expectation, A C what they need to be doing.
C
Expectation (ii) Too much acknowledgement
- not corrected appropriately
(teacher tries to be liked too much)
A
A Expectation (iii) Too much correction
- students resentful - continue poor behaviour due to lack of
encouragement/acknowledgement
C
1. Establish Expectations
TIP:
Expectations must be clearly stated to students and followed by precise instruction - leads to everyone clear what is and what is not acceptable.
Check understanding - questioning, asking students to repeat. Reduce disruption (all know what to do).
Clear instructions/on task - increase opportunity to acknowledge/praise.
How to Establish?
present a small number of rules to students (especially if only see class infrequently) can negotiate rules if you see the class frequently, develop rapport
publish rules where students can see them/read them
keep rules short, clear, simple eg arrive on time, prepared to work
make rules positive and draw attention to positive behaviours rather than highlight
poor behaviour
discuss the rules with your class, refer to the rules frequently discuss possible consequences both positive and negative
2.
Give Clear Instructions About What Students are to do
Ensure students are focused before giving instructions:
clear, short instruction helps students understand what they are expected to do cue that they need to be engaged with the curriculum
(a) Giving effective verbal and non-verbal instruction
use prompts to focus student attention eg verbal prompt "Stop work and look to the front, thanks"
"Pens down, attention here, thank you" non-verbal prompt, eg whistle, bell, clap
(b) Wait and scan
(c) When students focused, start instruction with a verb. Keep instruction short. (d) Follow the instruction with a short pause and scan the class.
(e) Separate instructions from curriculum/content talk. (f) Phrase the instruction as a direction eg
"Copy the sentence, Year 9" "Stop working, thanks"
Use thanks rather than please at the end of the instruction - less questioning, implies
compliance.
(g) Give instruction in a calm, firm, measured voice eg
"Open your books on page 20, Year 9" "Move to your group areas now"
Use 'now' if the group or student is unlikely to comply. eg Initial instruction: "John, look to the front thanks"
3. Waiting and Scanning
An effective management skill because:
it gives students some time to process your direction
it indicates non-verbally that you mean what you say
you avoid filling in available time with excess talk which can
inadvertently train the class to stop listening to you
After you have given an instruction pause, remain quiet, look at
your students - scan the room for 5-10 seconds to maintain their
attention.
When you have their attention, continue with your dialogue, or
prompt them eg "start working"
Waiting/scanning time - use assertive body language. eg stand still
facing the group while scanning - prompt students to remain quiet
while they start working.
4. Cuing/Parallel Acknowledgement
Aims to acknowledge students on-task behaviour with the intention of
encouraging others to copy (use judiciously).
it cues other students to match the behaviour that is being
acknowledged.
it helps to avoid nagging.
it contributes to a positive classroom tone.
When students are off task, choose to acknowledge an individual or
group in close proximity who is on task (loud enough for off-task
students to hear).
Follow up with a low key (low volume) acknowledgement to students as
soon as they choose to be on-task. Can be verbal or non-verbal, eg:
"Well done, Brian"
"Melissa, I can see you writing"
finger signing
5. Body Language to Encourage Students to Remain on
Task
Moving around the room and interacting non-verbally with students increases the teacher's level of classroom monitoring. It helps promote a positive tone, strengthens relationships and promotes on-task behaviour.
Set students to work. Move around the room to non-verbally signal to students that they should be on task. Walk near all members of the class.
Pause often on tour of the room, maintain minimal talk, walk slowly towards students who may be off-task - a prompt for them to resume work.
Make non-verbal acknowledgement to student's on-task - smile and make eye contact, discrete nodding, finger signals.
DON'T
stand too close to students - better to prompt/correct, pause, walk away and
scan back
move too fast towards a student
hold eye contact
6. Descriptive Encouragement
AIM:
To encourage students to become more aware of their
competence by describing exactly what you see or hear from
them and hope to see more frequently.
Descriptive encouragement is useful because:
it describes student behaviour that will enable them to learn.
it reinforces the class rules.
it promotes a positive supporting environment.
Describe exactly what you see or hear from students - state the
obvious that is positive. eg
"This group is on-task"
"Year 9, you are all working quietly on the questions"
(use it sooner rather than later)
7. Selective Attending
Deliberately give minimal attention to safe, off-task or inappropriate behaviour. It is effective because:
it avoids unintentionally reinforcing off-task or disruptive behaviour.
it gives you time to think about how to handle the student's behaviour.
Use when:
off-task or inappropriate behaviour is not seriously disrupting others.
keep student in vision - avoid missing on opportunity to use positive
encouragement.
Attend to the student when:
the student displays on-task appropriate behaviour.
the student begins to seriously disturb others.
student's inappropriate behaviour is maintained.
If off-task: inappropriate behaviour occurs, a clear redirection, presentation of choices, or consequences need to be implemented!
8. Redirecting to the Learning
AIM:
To respectfully prompt the student who is off task or
disruptive, initially with a redirection to the learning -
can be verbal or non-verbal.
Done well, it is an effective management skill:
it provides a least intrusive, positive, learning focused
prompt to resume on-task activity.
it puts responsibility on the student and reinforces
the importance of on-task behaviour.
when linked with giving a choice it reinforces to the
student/group your expectations and likely
consequences.
REMEMBER:
avoid making the redirection sound like a threat or punishment.
the impact of body language, tone, expression etc.
keep language to a minimum - be calm, clear and firm.
Give direction to the learning, not the behaviour.
Verbal redirection - when the student is off task, ask a question about the task or ask a question related to an offer of teacher assistance, eg:
"John, what question are you up to?" "John, do you need help?"
Non-verbal redirection - redirect the student to learning and/or teacher assistance using body language eg proximity, gesture.
Use low-level acknowledgement when student resumes on-task behaviour. If student continues off-task behaviour:
redirect to the learning again
redirect giving specific instruction about appropriate behaviour you would
like the student to demonstrate
offer teacher assistance
9. Giving a Choice
AIM:
To respectfully confront the student with the
available choices and their logical
consequences.
It is an effective management skill because:
it provides the student/group with
information about your expectations and the
logical consequences.
REMEMBER:
think carefully about the choice to be given.
do not give a choice you cannot or will not follow through.
avoid making the choice sound like a punishment.
allow students time to think when responding to your direction.
Giving Choices
Give a choice when, despite redirection, the student has remained off task. Give a choice when the student is overly hostile to you and challenging your management.
Give a choice when a student's behaviour is escalating, eg:
"Bill, your choices are . . . . "
"Bill, your choices are . . . . which would you prefer?"
Allow the student some time to resume on-task behaviour. Other Examples
"Year 8, you can choose to start now or later. The first two questions have to
be finished before lunch today or you will need to stay back and complete them. If anyone needs help, please let me know."
"Jason, continue with your own work or you will have to see me at the end of
Redirect the student to the learning and do not engage in
any further discussion about the choice given.
The choice should allow the student to redeem themselves
during the remainder of the lesson.
The choice allows the teacher time to be calm and think
about what they will say at the end of the lesson.
It allows the teacher to respond to the inappropriate
10. Follow Through
Planned action in the face of extended off-task behaviour/disruptive behaviour. It is effective because:
it clearly establishes that you mean what you say.
it models assertive behaviour in the face of a threat.
Follow through is necessary when all other skills have not been effective. It is the certainty of the consequence, rather than the severity of the consequence that is important.
With follow through:
Demonstrate confidence using appropriate body language and in calm, firm voice. Do not use an angry or
annoyed tone.
Do what you planned and said you would do. Make it happen now.
In a crisis event send for help immediately.
Follow through may feel disturbing at times:
Do it as it establishes and reinforces boundaries.
All students will know you mean what you say.
They may feel safer and build trust in you due to your commitment.
Reflect on the event later. Critique your action by asking:
"What did I do that helped?"
"What did I do that did not help?"
"What could I have done differently?"
