Week 3: Proactive & Supportive Behaviour Management

Basic Corrective Management

Mild behaviour problems can be prevented through good pedagogy, relevant curriculum, and positive teacher/student relationships.

Teachers need a repertoire of corrective management strategies; however it is unrealistic to assume this will eliminate behaviour problems.

So what is Minor? What is Serious? and who determines this? THE TEACHER.

Behaviour management is a decision making process and should not interrupt the flow of the lesson. Teachers need to employ strategies that are the least intrusive to teaching and learning.

Strategies

These are arranged in a hierarchy from least to most intrusive/confrontational; always use the strategy that is the most appropriate for the situation.

THESE ARE THE LEAST INTRUSIVE STRATEGIES.

• Planned or tactical ignoring; suitable for minor misbehaviour that is not interfering with teaching or learning.
• Non Verbal Interference; finger to the lips, shake of the head, frown, pause and wait.
• Proximity; move to the area where the offending student is to 'camp out' near them.
• Touch Interference; place a hand on student's desk or book, do not touch the students, it can be used with a verbal strategy.

THE NEXT LEVEL OF INTRUSIVE STRATEGIES. 

• Distraction/Diversion; ask a question or get the student to hand out materials to divert behaviour.
• Adjacent Peer Reinforcement; praise a nearby student who is doing the right thing.
• Calling on the Student; interrupts current behaviour and redirects to lesson or activity.
• Name Dropping; teacher inserts the offending student's name into what he/she is saying.
• Humour; grab attention using humour- don't use sarcasm in the classroom, it's not funny.
• Encouragement of Good Behaviour; describe the behaviour you want.
• Note on Desk; unobtrusively placed on offending student's desk as teacher moves around the room.
• Rhetorical Questions; "John, should you be in iTunes instead of doing your work?"
• Do you need Assistance?; a gentle reminder that the task needs to be done.
• Try that Again; get the student to repeat the bad behaviour in a more acceptable way, don't use this as a punishment.
• Questioning Awareness; "Josie, you and Bree are going to run out of time to complete this activity if you keep talking."
• Assertive Statement; Describe the behaviour, Describe the negative impact of the behaviour, Describe your concern about the behaviour. "Lisa, when you call out it denies other student's the chance to participate. I don't like that because I want everyone to have a fair go."
• Positive Phrasing; "when everyone is sitting quietly with their eyes to the front then we can continue the activity."
• Direct Appeal; "sit down in your seat now Michael so we can start the activity."
• "Are Not Fors"; pencils are not for drumming- team this with humour.

Strategies help promote student decision making and self regulation. There will be occasions where stronger intervention is needed.

• Private reminder/private talk; Eliminates peer audience.
• Rule Reminder
• Diffusing/partial Agreement; aims to calm a tense situation, acknowledge student's concerns but politely redirect to rules/activity.
• Glassar's "Triplets"; What are you doing? What should you be doing? What are you going to do now?
• Blocking Statement; avoids a verbal battle.
• Explicit Redirection; "Michael, put that away now and get back to work". Deliver firmly then turn away to give the student a chance to comply.
• Canter's "Broken Record"; repetition of direction (3 times).
• Verbal Warning; consequences will be applied if unacceptable behaviour continues.
• Relocation in the classroom; redirects behaviour before consequence.
• "You Have a Choice"; "Either you stop behaviour or I will remove you from your group/to the other side of the room". FOLLOW THROUGH IF NECESSARY.
• Confrontation; can be highly intrusive and is unnecessary for most forms of minor misbehaviour. Can impact on the social-emotional climate of the classroom as a 'ripple effect'.