Behaviour management ideas

Most teachers are not surprised to learn that successful behavior management is crucial to both students’ success and to their own sanity. However, you may not be sure which behavior management strategies have the most impact.

You may be surprised to learn that while it is true, that all three of these strategies help to reduce misbehavior, there are simpler strategies that have far more impact. In fact, if you look at the five strategies that have the largest impact, you will not find anything about rules, routines, consequences, punishments or the principal. All of these things are important. However, if you want to run a well-disciplined classroom, you need to know which strategies are even more effective.

Strong teacher student relationships are crucial.

To a large extent, the nature of your relationship with your students dictates the impact that you have on them. If you want to have a positive and lasting difference on your kids, you need to forge productive teacher student relationships.

Advocates of evidence based education know that students who have constructive relationships with their teachers are more likely to do well at school, and teachers who actively build such relationships have a strong effect on the lives of their students.

Strong teacher student relationships shape the way children think and act in school.

When you have a good relationship with your students, they are more likely feel positive about class and about school in general. They are also more willing to have a go at hard work, to risk making mistakes, and to ask for help when they need it.

Therefore, it is not surprising that research shows constructive teacher student relationships have a large and positive impact on students’ academic results.

Angela Maiers has been exploring teacher student relationships with her own classes for over 20 years. In her article 12 Things Kids Want from Their Teachers, she describes how she found that building such relationships requires you to show genuine care for your students – both as learners and as people.

You need to be accepting, to be warm and to be nurturing. You need to be aware of and empathetic to their thoughts and feelings. You need to let them know they are important to you. And, to do all of this, you need to take the time mentally present with them throughout the day.

3 KEYS TO CARING RELATIONSHIPS

1. Warmth – accept your students for who they are and care for them as a good parent cares for their child. Show them that they are important to you 
2. Empathy – understand how your students think and feel about what is going on around them.     
3. Time – take the time to physically and mentally present when talking with your students.

Your beliefs about students are important because they subconsciously influence how you treat each child. If you want to have the largest impact on student results that you possibly can, it is important that you genuinely believe that:

1. Children need guidance and structure
2. All children can and should behave well
3. All children can and should improve how well they do at school
4. Improvement comes from hard work
5. Some students will need more support than others to meet your standards

You accept a child for who they are, but you do not accept (or gloss over) that it is okay for them to misbehave or to do substandard work. Accepting such work sends the wrong message – a message that you don’t really believe they can do any better. Sometimes pressing students involves showing some tough love. Part of this involves being honest about where they are now. Care enough about your students to be up front with them, and then support them to excel in every way you can.

Relational Styles

The two essential elements of high-performance, teacher student relationships are care and pressure. While some people see these as polar opposites, this is not the case. As teachers can show high or low amounts of care, as well as high or low amounts of press, teachers can relate to students in four distinctly different ways.

On any given day, a teacher may display behaviours from each of the four styles – and sometimes the situation warrants such flexibility. Despite this, when you look at their typical ways of interacting with students over time, different teachers exhibit different relational styles.

Authoritarian teachers show high amounts of press and low amounts of care. While they may want students to learn, they view their relationships with students as an us-vs-them phenomenon, where it is important for them to come out on top. Authoritarian teachers are rigid, and value rules for rule’s sake. They often overact to small infringements, and they are sometimes sarcastic and cynical.

Friendly teachers show a high degree of care but a low amount of press. While they may care deeply about students’ self-esteem, they misguidedly accept minimal effort and mediocre work. Friendly teachers let their belief in student-directed learning prevent them from giving students the instruction and guidance they need. This often leads to chaotic classrooms and students working independently on tasks they have not been shown how to do.

Aloof teachers show low amounts of press and low amounts of care. While they may go through the motions of teaching, they do so mindlessly. They are often apathetic and indifferent, as their minds are elsewhere – think Bad Teacher. Aloof teachers don’t seek conflict with kids, yet their indifference and lack of structure lead students to act out. Then, over-reactions, escalating conflict and passive-aggressive behaviour often follow.

Teachers who forge high-performance relationships care for their students while simultaneously pressing them to excel. They have a passionate desire to help students learn and improve, which leads them to demand high standards of behaviour and effort. Yet, they also value their kids as people and take an interest in their lives. These teachers provide their students with strong guidance (both academically and behaviourally), while also nurturing personal responsibility and self-regulation.

Expect Your Students to Learn

It is true that students who behave well achieve better results. However, it is equally true that students who are pressed to do well academically behave better in class. Teachers who expect their students to master the material have fewer issues with behaviour than teachers who accept mediocrity.

Some students have more challenges than others. However, with a little hard work, all students can experience genuine success. Research shows that struggling, non-engaged students later wish that their teachers hadn’t given up on them or allowed them to get away with not working hard.

Clear Learning Goals

Learning goals clarify what it is that your students must know, understand and be able to do by the end of each lesson (or unit or multi-lesson task, etc.). They turn vague expectations of learning, into concrete indicators of success.

How do you know if your learning goals are good ones? The best way is to consider how easy it is to tell whether each individual child succeeded or failed to reach the goal. If it is easy, your goal is clear. If it is difficult, then your goal needs to be clarified and reworded to clearly show what ‘successful achievement’ entails.

Reframe the Meaning of Failure

You don’t do students any favors when you protect them from failure. Success does not come easily, and sometimes, even after working hard, you still don’t succeed. This is a simple reality of life.

However, it does help to reframe the meaning of failure. Failure is not a permanent thing. You acknowledge it, you learn from it, you try again, and you keep repeating this process until you succeed.

Offer Appropriate Instruction

Students are far more likely to misbehave when they don’t know enough to successfully complete a task that you set them. You must ensure that:

You explain the task clearly

Your students have sufficient knowledge and skill to complete the task

And this means you need to give them appropriate instruction before sending them off to work on their own (or in groups). This may sound obvious, but I have worked with large numbers of teachers to help them with their behaviour management, and the majority of them don’t do this. Rather, they send their students off with vague directions, insufficient knowledge and inadequate skills to perform activities they are not ready for.

Establish Routines

Routines can help you to keep your lesson running smoothly. You need to take the time to explain how you expect students to enter the room, how you will gain their attention, how you want them to hand out materials, what you consider ‘working noise’ and how they should transition from one activity to the next.

While explaining your expectations is essential, it is not enough. You need to have your students practice them, reminding your students of the expectations beforehand and correcting them along the way. Once your expectations are habitualised, every lesson becomes so much easier.

Pacing

Students have limited attention spans, and misbehaviour flourishes when their attention begins to wander.

While it is important to tell your students what they need to know and show them how to do the things they must be able to do, you must keep these ‘instructional inputs’ brief and to the point. Teacher-delivered instruction should never be longer 10-15 minutes.

Judicious Group Work

Many teachers love group work, and new teachers feel obligated to use it straight away. It’s understandable because group work can be a very effective way of helping students achieve better results in class.

However, this is only true when group work is done the right way and at the right time.

Group tasks must be tasks that all students have gained a reasonable level of proficiency in. Otherwise certain group members will do all the work, while others sit back and do nothing.

Student Accountability

The aim of behaviour management is not merely quiet compliance. You want them to be engaged and working hard.

Sadly, research shows that 20% of students are compliant, but totally disengaged from the task at hand. These students need you to ensure that they do more than being passively amenable, and you can do this by holding them accountable for the work that they produce.

 #smartstudenterp# #goodbehaviour# #goodideas# #goodmanagement# #goodwork#
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