Preparation and an
organised classroom may set the mood and improve class behaviour, setting the
ground rules early on can save a lot of aggro later on.
Create a safe and
uncluttered environment: Furnish with space
The
furniture layout and décor can have a significant effect on the behaviour of
your class. Whilst it may be tempting to decorate the walls with every resource
to hand and fill the room with all the latest supportive school furniture, less
is more… Paint with calm neutral colours, leave space on the walls and allow
the children to do the decorating. Ensure that there is plenty of room for
children to walk around and not feel hemmed in. Consider classroom layouts for
your age group such as a circle around an empty central floor space, or rows in
the centre of the room with break out areas and some soft seating around the
edge of the room.
Set clear rules
·
Setting ground
rules may be as simple as “do as you would be done by”.
·
Have disciplinary
procedures in place such as a warning system (3 strikes and…)
·
Be consistent in
maintaining rules, enforcing good behaviour and remember to praise your
students as well as admonish.
·
Look at the cause
of the behaviour. Whilst you can’t change what happens outside, you can manage
what happens in your classroom.
·
Ice breaking
exercises can also help students gain the courage to talk and deal with their
issues.
Take a moment to list behaviours that you find challenging in your
classes.
·
Be careful not to
make a diagnosis yourself. You may not know all the factors at play. Leave diagnosis to a doctor but do refer any
concerns to the head.
·
Plan how you will
deal with these issues.
·
How could you
tackle each scenario in a different way?
Some typical issues one might have to deal with
Talking and rebellion, students acting
up to cover because they don’t understand what is being taught, ADHD, illness,
difficulties at home, fluctuations in hormones, sugar rushes, drug and alcohol
consumption.
Dealing with the problem
·
Start
by pinpointing the cause.
Open up dialogue with the class and if necessary, with an individual. Once you
establish the cause decide on your plan of action and stick to it.
·
Silence is an
effective and simple way to bring your class to attention. Shouting wastes
everyone’s energy.
·
One
way to tackle chatting in class is to have plenty going on.
Special needs students and support workers may need to be listened
to
·
Encourage
support workers, help them to help special needs students and you. Talk to
them, make your needs clear to them, and listen to theirs too. This support is mutual and you can help each
other.
Why might disruptive behaviour be happening?
·
Is this happening
because essentially the students are bored. Are they unable to hear what you
are saying? Listening to the problem may resolve most situations
·
Have a quiet word
after or before class and try to understand what is going on.
·
It may be that
they are seeking attention due to other personal issues in their life. If you
are not qualified to help, perhaps suggest they talk to someone who is.
· Focus on room layout and plan space
for students to walk in, to relax and think. Too much going on in a classroom
may exacerbate any issues related to stress. Resist filling every-last corner
and every blank space on the wall and allow some room for students to add their
own things and to just “be”.
Your classroom, your rules
·
Don’t ignore
challenging behaviour, whatever the source. Establish to the best of your
ability what the cause is, plan how to tackle the issue and implement your
plan. Be positive and consistent in your approach. Never put yourself or others
at risk. Remember to look after yourself and keep calm and manage every
situation from a position of strength.
Become a master of martial
arts
Mastering oneself may enable you to
find the inner strength to manage others. If you are calm and in control you may
be more able handle most situations. Manage rather than control your classroom.
· Aggressive postures might put the
student on the offensive and anger may cloud your vision and ultimately sap
your strength.
· Think of strategies to take the force
out of aggression from a student, martial arts hold some clues as to how to
manage aggression and at least mentally we can become adept at transforming
negative into positive energy.
· Setting ground rules may be as simple
as “do as you would be done by.
· Have disciplinary procedures in place
such as a warning system (3 strikes and…) but as a last resort. Aim to build
rapport and help students understand when they are behaving badly and why it is
not beneficial to them and others. Teach good behaviour with a positive mindset
rather than focussing on disruptive behaviour, find ways to circumvent and
transform this to a positive by directing the energy elsewhere.
· Be consistent in maintaining rules,
enforcing good behaviour and remember to praise your students as well as
admonish.
· Look at the cause of the behaviour.
Whilst you can’t change what happens outside, you can manage what happens in
your classroom.
· Students may have ADHD; they may come
from a difficult home or work situation; they may be hyperactive because they
binge on sugar; unbalanced due to alcohol consumption(age permitting, but it
can still be an issue to look out for in younger children); have a physical
health problem; or be inattentive because they have not eaten. Keep an open
dialogue with your students. Talking about the weather, their day etc can open
the way to much needed conversations that can help you understand and manage
things.
· Ice breaking exercises can also help
students gain the courage to talk and deal with their issues.
· Focus on room layout and plan space
for students to walk in, to relax and think. Too much going on in a classroom
may exacerbate any issues related to stress. Resist filling every last corner
and every blank space on the wall and allow some room for students to add their
own things and to just “be”.
Take a moment to list
behaviours that you find challenging in your classes.
· Be careful not to make a diagnosis
yourself. You may not know all the factors at play. Leave diagnosis to a doctor but do refer any
concerns to the head.
· Plan how you will deal with these
issues.
· Deep breath. How do you feel?
· How could you tackle each scenario in
a different way?
· Have a breakout space or add some classroom chairs in soothing colours. Somewhere students can calm down and chill out if
needed.
Some typical issues one
might have to deal with
· Lateness; rebellion; chatting in
class; a student insisting, in the nicest possible way, that they need to express
themselves and do their own thing and integrating a special needs student with
a lovely but disengaged support worker into an established group. A student
that insists on joining in and disrupts the class drawing concern due to sudden
drops in energy.
· Being silent yourself is a simple way
to bring your class to attention. Shouting wastes everyone’s energy.
· One way to
tackle chatting in class is to have plenty going on. This way there is no time for people
to think or chat. It is also a strategy to avoid rebellion. Rebellion may be
caused by a number of factors. You may have taken over a class from someone or
someone has covered for you and they teach in a different way and the students
are not yet used to your style or enjoyed a different approach.
· Rebellion is
a complex issue. Start by pinpointing the cause. Open up dialogue with the class and
if necessary with an individual. Once you establish the cause decide on your
plan of action and stick to it. (if you need to adapt do so in a considered
way, but from strength rather than giving in as this sends the wrong signal).
An individual may take a dislike to you or another class member and act up.
Whatever the cause, encourage communication, try to establish the root cause
and decide on an appropriate strategy, deal with it accordingly.
The student who insists on doing their own thing can be dealt
with in a number of different ways
· You can take them to one side and ask
them nicely to join in and explain that independent activity is not appropriate
in your class.
· You can ask them to leave the class and
go to the head if they are disruptive and won’t listen. It is your class and
you are responsible for your students.
Encourage support workers, help them
to help their ward and you. Talk to them, make your needs clear to them, and
listen to theirs too.
A special needs person joining an existing class can have
difficulty integrating. It is important
to discuss and keep an open dialogue with both the new and existing students as
well as the support worker. Whilst inclusion is positive, both parties must be
aware of the group dynamics. Because someone is special needs does not mean you
have to accept deliberate disruptive behaviour. They are separate issues. This
is not helpful for anyone. Discuss a management plan with the support worker.
Why might disruptive
behaviour be happening?
· Is this happening because essentially
the students are bored?
· Perhaps ask the student to sit at the
back of the class.
· Are they unable to hear what you are
saying so doing their own thing for want of knowing better? Place them at the
front centre of the class.
· You have a whole class to consider.
It may be beneficial to ask the support worker to assist by reinforcing help
given. A student may also need separate instruction.
Listening may help in many
situations
· Have a quiet word after or before
class and try to understand what is going on.
· It may be that they are seeking
attention due to other personal issues in their life. If you are not qualified
to help, perhaps suggest they talk to someone who is.
· Don’t ignore challenging behaviour,
whatever the source. Establish to the best of your ability what the cause is,
plan how to tackle the issue and implement your plan. Be positive and
consistent in your approach. Never put yourself or others at risk. Remember to
look after yourself and keep calm and manage every situation from a position of
strength.
Preparation and an organised classroom may set
the mood and improve class behaviour, setting the ground rules early on can
save a lot of aggro later. Listening to your students as individuals and as a
group may help prevent and manage issues as they arise.
Breathe and stay calm…
·
Self-mastery may
enable you to find the inner strength to manage others. Being calm and in
control may be more conducive to handling situations. Managing rather than controlling
your classroom may prevent problems before they arise.
·
Aggressive
postures may send a signal that will cause a fight response, it might put the
student on the offensive and anger may cloud their vision (and yours) and
ultimately sap your strength.
Planning ahead, decorating simply,
setting ground rules and keeping your eyes, ears and senses alert to prevent
problems and good communication are some of the most essential things to have
in your toolbox for managing challenging behaviour and of course, self mastery.