Proactive behaviour management approaches

PREVENTION: Routines

• An efficient, focused classroom thrives on solid routines.

• Students should be allowed to enter and exit the room freely without any guidelines.

• Routines are not necessary for effective classroom management.

• Teachers should avoid reteaching routines to save time.

LOW LEVEL DISRUPTION:

Tactically ignore

• Tactically ignoring inappropriate student misbehaviour can be useful when acknowledging those doing the right thing.

• Addressing all student misbehaviour immediately is the best approach.

• Ignoring students completely is the most effective strategy.

• Always confront students who display low-level disruptions.

LOW LEVEL DISRUPTION: Rule reminder

• It allows students a little bit of flexibility for the odd slip in behaviour.

• It should be done publicly to ensure accountability.

• It is only applicable to severe disruptions in class.

• It encourages students to ignore class expectations.

LOW LEVEL DISRUPTION: Assume confusion

• Teachers should use overly sarcastic rhetorical questions to embarrass students.

• A little genuine ‘Are you okay over there? Do you need a hand?’ can be effective.

• Ignoring students until they misbehave is the best approach.

• Only strict discipline can stop misbehavior in the classroom.

REPEATED DISRUPTION:

• Make sure the student is aware of the potential consequences, both positive and negative, that could follow on from this moment in time and that their choices will determine the outcome.

• Encourage the student to ignore the consequences and focus on immediate gratification.

• Tell the student that their choices do not matter in the long run.

• Advise the student to make choices based solely on peer pressure.

PREVENTION:

Sweat the small stuff

• Don’t keep letting little things ‘slide’ as this may come back to bite you!

• Always ignore minor issues to maintain a positive environment.

• Focus only on major problems and overlook the small ones.

• Encourage students to be lenient with each other’s mistakes.

LOW LEVEL DISRUPTION:

• A mid-sentence pause with focused eye contact directed towards the disruptor.

• Ignoring the disruptor and continuing with the lesson.

• Asking the class to vote on how to handle the disruption.

• Shouting at the disruptor to get their attention.

LOW LEVEL DISRUPTION: Non-verbal proximity

• Shifting your presence towards an area of low level disruption can sometimes eliminate undesirable behaviour.

• Ignoring the disruption and continuing with the lesson is the best approach.

• Using loud verbal commands to regain control of the class is effective.

• Allowing students to express their feelings about the disruption is important.

PREVENTION: Sell shared values

• Ensure that everyone knows you care about them and want them to succeed.

• Communicate that we must all maintain a level of respect for each other.

• Make the purpose of your actions/decisions explicit for everyone to hear.

• Ignore the need for clear boundaries in communication.

REPEATED DISRUPTION:

Assertive but Supportive

• A student who has repeatedly ignored expectations can be reminded of their past positive behaviors.

• A student should be punished for their repeated disruptions without any support.

• Ignoring the student's behavior will help them improve in the future.

• A student should be separated from their peers to reflect on their actions.