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Is The Teaching Profession so Black & White?
Classroom Behaviour
| “ I thought I was a good teacher and could not understand what was happening ” Teacher Andrew |
Rewards and sanctions are not enough
The reward and sanction systems that are in place in many schools and classrooms are an essential tool for recognising good behaviour and responding to poor behaviour. However, if your overall aim is to significantly reduce the number of behaviour incidents, then rewards and sanctions alone will not succeed.
A typical class group will consist broadly of three major groups: the ‘perfects’ (often not the largest group), the really difficult (again, not the largest group) and finally the ‘could go either way’ (this is usually the largest group!).
Tackling the really difficult group and their behaviour simply shifts all your attention onto the negative and gives too much emphasis to the behaviour you do not want. The result is often that the ‘perfects’ remain the same, but gain little or no recognition for their good behaviour, the ‘really difficult’ get the majority of your attention and continue their unacceptable behaviour and the ‘could go either way’ group decide to have a bit of your attention, thus increasing the size of the really difficult group.
If your class is as finely balanced as the description above then it will not take too much movement within the three groups before a major shift occurs and the behaviour of the total group is tipped over the edge. This often results in your having to up your game and ‘tackle’ even greater behaviour problems.
Practical tips
To avoid this ever increasingly difficult situation, you need to focus on prevention. If you can reduce the number of unacceptable incidents and refocus on teaching and learning, using your reward systems for appropriate behaviour, then the ‘could go either way’ group will recognise and respond to your clear boundaries.
Change your focus
Instead of dwelling on the number of behaviour incidents and trying to work out ways of how to tackle the problem, change your focus and concentrate on what kind of behaviour and ‘on task’ activities you want and how to achieve this.
Lessons need to be at least good. They should be well-paced and offer the right amount of interest and challenge. All staff, especially NQT’s and staff new to the school should be supported and inducted into the positive ethos. Pupils who are inspired and actively involved in the learning process are far less likely to opt for the ‘really difficult’ group.
Use your school-wide and classroom policies to prevent problems occurring. For example, have... (continued)
The reward and sanction systems that are in place in many schools and classrooms are an essential tool for recognising good behaviour and responding to poor behaviour. However, if your overall aim is to significantly reduce the number of behaviour incidents, then rewards and sanctions alone will not succeed.
A typical class group will consist broadly of three major groups: the ‘perfects’ (often not the largest group), the really difficult (again, not the largest group) and finally the ‘could go either way’ (this is usually the largest group!).
Tackling the really difficult group and their behaviour simply shifts all your attention onto the negative and gives too much emphasis to the behaviour you do not want. The result is often that the ‘perfects’ remain the same, but gain little or no recognition for their good behaviour, the ‘really difficult’ get the majority of your attention and continue their unacceptable behaviour and the ‘could go either way’ group decide to have a bit of your attention, thus increasing the size of the really difficult group.
If your class is as finely balanced as the description above then it will not take too much movement within the three groups before a major shift occurs and the behaviour of the total group is tipped over the edge. This often results in your having to up your game and ‘tackle’ even greater behaviour problems.
Practical tips
To avoid this ever increasingly difficult situation, you need to focus on prevention. If you can reduce the number of unacceptable incidents and refocus on teaching and learning, using your reward systems for appropriate behaviour, then the ‘could go either way’ group will recognise and respond to your clear boundaries.
Change your focus
Instead of dwelling on the number of behaviour incidents and trying to work out ways of how to tackle the problem, change your focus and concentrate on what kind of behaviour and ‘on task’ activities you want and how to achieve this.
Lessons need to be at least good. They should be well-paced and offer the right amount of interest and challenge. All staff, especially NQT’s and staff new to the school should be supported and inducted into the positive ethos. Pupils who are inspired and actively involved in the learning process are far less likely to opt for the ‘really difficult’ group.
Use your school-wide and classroom policies to prevent problems occurring. For example, have... (continued)
Focusing On Prevention :
Focusing On Prevention - 2:
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