Behaviour Management Strategies
Managing behaviour can be stressful, no matter how experienced you are or whether you are an NQT and it is your first year of officially having your own class. Each child is different, hence strategies will differ as there are many contributing factors to one’s behaviour. However, there are few strategies you can employ to create and maintain an atmosphere, establishing a positive working environment for both teachers and children.
Here are some tips for starters:
Agree on Classroom Rules
It is a really good idea to agree on some generic classroom rules at the Beginning of the Year, this way children have an ownership of the rules set in the classroom. So, that if violated it can be referred to,
Reinforce Appropriate/Expected Behaviour
It is always a good place to start, modeling what appropriate behaviour looks like, this way child/ren know what it is you expect from them.
Be Consistent About Expectations
Make sure that you are following the schools/ classroom behaviour policy and that you are consistent and fair towards all children
Maintain Student Dignity.
When addressing a child, do not embarrass them in front of peers, perhaps take them aside once the session has started and talk to them about their behaviour and what it is they are doing wrong. Give them a choice of how they think they can improve their behaviour. Low-profile intervention is effective.
Look for the Cause.
Keep calm, professional and model expected behaviour, try and seek the root to why the child is displaying such behaviour. There is always a reason no matter how small. It is important to identify the root cause to be able to help support the child make a positive choice.
Establish a Fairness Committee.
It is very crucial to practice and demonstrate a fair behaviour policy/sanction/reward for all children. It is the behaviour you are addressing not the child. So, each behaviour will have an outcome whether positive or negative. Teachers’should praise and acknowledge positive behaviour, not just the unwanted behaviour.