Classroom Behaviour

Classroom Behaviour

Managing behaviour and disruptions in the classroom

Open Ended

What is the most common disruption to your teaching?

Common Disruptions Seen in ProEd

• Talking whilst the teacher is talking

• Using laptops/phones

• Eating

• Being late

• Not following instructions

• Off topic chatter

• Lack of understanding of task or bored by task

Low Level Disruption

Most of the behaviour disrupting lessons in ProEd is low-level disruption which should be managed in classroom without the need to remove students.

Behaviour management cannot be achieved by ignoring behaviour and hoping it stops. As a teacher you must:

- set expectations and boundaries

- pre-empt disruptive behaviour where possible

- respond quickly and fairly to low level disruption

- be consistent with your response to behaviour

Multiple Select

So - according to the behaviour policy, what is expected of students in class? Tick all that apply.

• Helping others

• Using polite manners

• Being on Task

• Being highly motivated

• Following Instructions

Multiple Choice

How many times should a classroom teacher attempt to manage a low-level disruptive behaviour before moving to code 2 and asking for support?

• 0

• 1

• 2

• 3

Responding to Inappropriate Behaviour

- warning given

- language of choice with first consequence (move seats/time out/lose a dojo)

- language of choice with second consequence (detention/contact with parents/removal from activity)

- language of choice with final consequence (removal from lesson)

Open Ended

Explain why you like or dislike this approach to behaviour management...

Scenarios

Time to role play!

Multiple Choice

I have asked a student twice to put their laptop away and each time they have ignored me. I decide to code 2 and have them removed. Have I used the behaviour policy correctly?

• Yes

• No

Multiple Choice

A student is using their headphones in class. You should...

• Code 1 and then ask them to put them away

• Ask them to put them away and remind them of the rules. No need to code.

• Take the headphones of the student so they cannot use them

Multiple Choice

A student has not eaten their snack and it is 11.05. You decide to...

• Follow up about when they ordered the food and tell them they can eat once you have set up the tasks if Jungle Toppings were late.

• Send them outside to finish their food whilst you begin explaining work to the other students.

• Allow them to eat in class so you can teach everyone together.

Open Ended

Earlier in the day, Ms Orlaith coded to explain Finley was hyperactive and struggling to focus during class. How would you preempt any disruptive behaviour during your lesson?

Multiple Select

Tick the following true statements for if a student is being removed from your lesson due to low level behaviour.

• You must immediately write an incident report and hand to Kim and Llana.

• You have already given them 2 chances and 2 consequences in your class.

• You have already given them 3 warnings and 2 consequences in your class.

• You should call their parents the same day.

Multiple Choice

All behaviour should be challenged verbally.

• True

• False

Multiple Select

A reasonable follow up to a warning would be:

• Code 2 - student removed/support from crisis team.

• Code 1 and ignore the behaviour.

• Code 1 and give the student the option to refocus on their work or have their seat moved.

• Code 1 and give the student the option to work in miss Kim's office or refocus on their work.

Multiple Select

Which of these would help preempt low level disruption?

• Planning engaging lessons with extension tasks and chunked activities.

• Weaving expectations into instructions (laptops closed and listening in 3, 2, 1...)

• Having starter tasks displayed when students enter the class.

• Getting to class before the students.

Open Ended

What topics would you like to cover in our next training?