Behaviour management in classrooms refers to the strategies and techniques used by teachers to establish and maintain a positive and productive learning environment. It involves setting clear expectations and rules, reinforcing positive behaviours, and addressing inappropriate behaviour in a fair and consistent manner.
According to educational expert Dylan Wiliam, “The most powerful form of classroom management is the way we teach: the clarity of our explanations, the relevance of what we are teaching, the extent to which we engage students in their own learning, and the feedback we give.”.
Dr Jarod Cooney-Horvath adds, “Classroom management is not just about controlling student behaviour, but rather creating a positive learning environment where all students feel valued, supported, and motivated to learn.”.
Effective behaviour management is essential for creating a positive classroom culture and promoting student engagement, achievement, and well-being. It also helps to prevent disruptions, conflicts, and misbehaviour, which can hinder learning and create stress for both students and teachers.
Approaches to Behaviour Management in the Classroom
There are a number of approaches and techniques that teachers can use to manage behaviour in the classroom. These include:
Establishing Clear Rules and Expectations
Establishing clear rules and expectations can help to create a sense of order and predictability in the classroom. These should be communicated clearly to students and consistently enforced.
Using Positive Reinforcement to Create a Positive Learning Environment
This involves reinforcing and praising students for engaging in desired behaviours, such as paying attention, participating in class, or completing assignments. This can help to increase the frequency of these behaviours and create a positive learning environment.
Using Proactive Strategies to Reduce Misbehaviour
These involve taking preventative measures to reduce the likelihood of misbehaviour, such as providing adequate supervision, structuring the environment to minimize distractions, and engaging students in meaningful and relevant activities.
Using Consequences to Discourage Inappropriate Behaviour
Consequences are actions that follow a behaviour, either positive or negative, and are used to teach students the consequences of their actions. Negative consequences, such as loss of privileges or detention, are used to discourage inappropriate behaviours. Positive consequences, such as rewards or privileges, are used to encourage desired behaviours.
Collaborate to Identify and Solve Problems that Cause Misbehaviour
This approach involves working with students to identify and solve problems that may be causing misbehaviour. It helps students to take ownership of their actions and develop skills for managing their own behaviour.
Using Differentiated Instruction to Engage and Motivate Students
This involves adapting teaching methods and materials to meet the diverse needs and learning styles of students. By providing students with a range of learning opportunities and activities, teachers can help to engage and motivate all students, which can reduce misbehaviour.
What are some of the Key Factors that can Influence Behaviour Management?
There are a number of factors that can influence behaviour management in the classroom, including the teacher’s personality and teaching style, the school culture and policies, and the individual characteristics of the students.
It is important for teachers to consider these factors when developing a behaviour management plan and to be flexible in their approach, as what works for one student or classroom may not work for another.
Effective behaviour management requires patience, consistency, and a proactive approach. It is also important for teachers to be fair, firm, and respectful in their interactions with students and to model the behaviours they expect from their students.
There are a number of resources available to help teachers develop and implement effective behaviour management strategies, including professional development opportunities, research-based approaches and techniques, and online resources and support.
Classroom rules and expectations are an important part of behaviour management in classrooms. They help to establish a sense of order and predictability, create a positive learning environment, and promote student engagement, achievement, and well-being.
Strategies for Developing Effective Classroom Rules and Expectations
Here are some strategies for developing and implementing effective classroom rules and expectations:
Involve Students in the Process
Involve students in the process of developing classroom rules and expectations. This can help to create a sense of ownership and responsibility among students and increase their buy-in. You can ask students for their input on what they think are important rules and expectations for the classroom.
Make Rules Clear and Concise
Keep your rules and expectations clear and concise. Avoid using vague or ambiguous language and make sure they are easy to understand. Use positive language, rather than negative, to focus on what students should do, rather than what they should not do. “Rules and expectations should be few, clearly stated, and consistently enforced.” (Tomlinson, 2014) For example, you might establish rules around respect for others, staying on task, and following classroom procedures.
Display Rules and Expectations
Display your rules and expectations prominently in the classroom. You can use posters, charts, or other visual aids to make them visible to students. This will help to remind students of the expectations and reinforce them on a regular basis.
Review and Discuss Rules and Expectations Regularly
Review and discuss your rules and expectations regularly with your students. This will help to ensure that students understand them and are aware of what is expected of them. You can also use this opportunity to answer any questions students may have and address any issues or concerns.
Use Positive Reinforcement
Use positive reinforcement to encourage students to follow the rules and meet expectations. You can use verbal praise, rewards, or other incentives to acknowledge and recognize students when they follow the rules. “Positive reinforcement is a powerful tool for encouraging desirable behaviour and building student self-esteem.” (Tomlinson, 2014). For example, you might praise students for paying attention, participating in class, or completing assignments. You can also use rewards or other incentives to recognize and reinforce positive behaviours.
Be Consistent in the Application of Rules and Expectations
Be consistent in your enforcement of the rules and expectations. This means applying the same consequences for the same behaviours and being fair and impartial in your approach. Inconsistency can lead to confusion and mistrust among students. “The longer we wait to address a misbehavior, the more difficult it becomes to correct. The student who is allowed to continue talking out of turn, for example, is likely to become more entrenched in the habit. By contrast, the sooner we intervene, the easier it is to change the behavior.” (Kohn, 2006). For example, if a student is disrupting the class, you might give a verbal reminder of the rules and expectations, or use a consequence such as a loss of privileges. It is important to be fair and impartial in your approach and to apply the same consequences for the same behaviours.
Use Proactive Strategies
“Proactive strategies involve anticipating and preventing problems before they occur. These strategies can be very effective in promoting positive behavior and creating a positive learning environment. By using proactive strategies, teachers can help to establish a positive culture in the classroom and prevent misbehavior from occurring in the first place.” (Cooney-Horvath, personal communication, 2021. For example, you might structure the environment to minimize distractions, provide adequate supervision, or engage students in meaningful and relevant activities to prevent misbehaviour.
Be Flexible in the Approach to Rules and Expectations
Be flexible: Be flexible in your approach to rules and expectations. Recognise that different strategies and techniques may be needed for different students or situations, and be willing to adapt your approach as needed.
8 Ways Differentiated Instruction can Support Behaviour Management
Differentiated instruction involves adapting teaching methods and materials to meet the diverse needs and learning styles of students. It can be a powerful tool for behaviour management in the classroom, as it helps to engage and motivate all students, which can reduce misbehaviour.
Assess Student Needs and Abilities
Assess student needs and abilities to determine their individual learning needs and preferences. This can be done through a variety of methods, such as assessments, observations, and conversations with students.
Create Flexible Groups
Create flexible groups for instruction and activities based on student needs and abilities. This can involve grouping students heterogeneously (mixing high and low performers), homogeneously (grouping similar learners together), or using a combination of both approaches.
Use a Variety of Teaching Strategies
Use a variety of teaching strategies: Use a variety of teaching strategies to meet the diverse needs and learning styles of your students. This can include using hands-on activities, visual aids, technology, and other multimedia resources.
Provide Students with Choice
Provide students with choices in their learning, such as allowing them to select their own learning goals, projects, or assignments. This can help to increase student ownership and motivation.
Offer Multiple Levels of Instruction
Offer multiple levels of instruction to meet the diverse needs and abilities of your students. This can involve providing different levels of difficulty or complexity for assignments, or offering alternative activities or materials to meet different learning styles.
Provide Support and Accommodations
Provide support and accommodations for students who may need extra help or modifications to meet their learning needs. This can include providing extra time, additional resources, or modified assignments.
Use Formative Assessment
Use formative assessment to track student progress and adjust instruction accordingly. This can involve using ongoing assessments, such as quizzes, quizzes, or class participation, to inform your teaching and identify areas where students may need additional support or challenge.
6 Practical Strategies for Gaining the Attention of Students
Gaining the attention of students is an important part of behaviour management in the classroom. It helps to establish a sense of order and focus, and can prevent disruptions and misbehaviour. Here are six practical strategies for gaining the attention of students:
Use Nonverbal Cues
Nonverbal cues, such as raising your hand, standing in a specific location, or making eye contact, can be effective for gaining the attention of students. These cues can be used to signal that you are ready to begin or resume a lesson, or to redirect students’ attention if they become distracted.
Use Verbal Cues
Verbal cues, such as a specific phrase or signal, can also be effective for gaining the attention of students. For example, you might use a specific word or phrase, such as “listen up” or “eyes on me,” to signal that you need the students’ attention.
Use Visual Aids
Visual aids, such as posters, charts, or slides, can be used to engage students’ attention and focus. Using visual aids can help to make lessons more interactive and engaging, and can help to prevent boredom or distraction.
Use Music or Sound Effects
Music or sound effects can be used to capture students’ attention and focus. You can use a specific song or sound as a signal to indicate that you need the students’ attention, or use music or sound effects to create a specific mood or atmosphere in the classroom.
Use Physical Movement
Use physical movement: Physical movement, such as walking around the classroom or using gestures, can be effective for gaining the attention of students. Moving around the classroom can help to keep students engaged and prevent boredom, and using gestures can help to emphasize points or convey meaning.
Use Humour
Humour can be an effective way to gain the attention of students and keep them engaged. Humour can help to break up the monotony of a lesson and can make the material more interesting and memorable. However, it is important to use humour appropriately and sensitively, and to be mindful of students’ individual backgrounds and experiences.
What to do when Classroom Management Strategies Fail
There may be times when classroom behaviour management strategies have failed, and students are still exhibiting inappropriate or disruptive behaviours. If this occurs, it is important to try to identify the underlying causes of the behaviour and implement additional strategies to address the issue.
Here are some suggestions for when classroom behaviour management strategies have failed:
Reflect on the Strategies Being Used
Consider whether the strategies being used are appropriate and effective for the specific behaviour and student. Are the strategies clear and consistent? Are they being applied in a fair and impartial manner? Are they reinforcing positive behaviours?
Identify the Underlying Causes of the Behaviour
Try to identify the underlying causes of the behaviour, such as academic difficulties, social or emotional issues, or external factors. This can help to inform the development of additional strategies and interventions.
Involve the Student
Involve the student in problem-solving by asking them for their input and perspective on the behaviour. This can help to increase student ownership and responsibility and may lead to more effective solutions. “Working with students to identify and solve problems helps to build relationships and encourage ownership and responsibility.” (Tomlinson, 2015). For example, you might involve students in setting goals and developing strategies for managing their own behaviour.
Seek Additional Support
Consider seeking additional support from school or district resources, such as a school counsellor, social worker, or school psychologist. These professionals can provide expertise and guidance on addressing the behaviour and addressing any underlying issues.
Implement Additional Strategies
Consider implementing additional strategies, such as a behaviour plan or individualized intervention, to address the behaviour. These strategies may involve setting specific goals and objectives, reinforcing positive behaviours, and addressing negative behaviours in a consistent manner
Communicate with Parents
Communicate with the student’s parents or guardians about the behaviour and any interventions or strategies that are being implemented. Involving parents can help to ensure a consistent approach and provide additional support and resources.
By following these suggestions, teachers can effectively address inappropriate or disruptive behaviours when classroom behaviour management strategies have failed. It is important to remain patient and persistent, as behaviour change can take time and may require ongoing support and interventions.
References:
- Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD.
- Tomlinson, C. A. (2015). Leading and managing a differentiated classroom. Alexandria, VA: ASCD.
- Tomlinson, C. A., & Allan, S. D. (2000). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal of Educational Psychology, 92(2), 149-162.
- American Psychological Association. (n.d.). Classroom behavior management: A comprehensive set of strategies. Retrieved from http://www.apa.org/education/k12/classroom-management.aspx
- Kohn, A. (2006). Six essential questions about behavior management. Educational Leadership, 63(6), 8-13.
- National Association of School Psychologists. (n.d.). Positive behavior support. Retrieved from http://www.nasponline.org/resources-and-publications/resources/school-safety-and-crisis/positive-behavior-support
