Effective Strategies to use in the Classroom
There are many effective strategies that we can use in our classrooms. However, these need to be carefully considered, as they may not be suitable for every child. It is important to choose strategies that will support students, as this will provide the most effective results.
Things to consider when developing your behaviour management strategies:
- Relationship and rapport with the student/s
- Flexible programming
- The physical environment
- The task requirements/ class work in relation to the student/s ability level
- Social skills
- Academic and non-academic time
- Timetabling
- Help from other services
Building Relationships
One of the most important aspects of teaching is building positive relationships with our students. This can be as simple as greeting each student every morning or engaging in a casual conversation. Showing genuine interest in a child's life makes them feel safe and supported. We need to remember that we may be the only positive adult relationship a child has.
Many children who display behavioural problems are often in need of emotional support. Therefore, it is important to demonstrate to students that you can be a friend to them. This may involve altering the curriculum or the class timetable in order to support their emotional wellbeing. Engage in regular, fun activities such as sports, arts, games etc. Use these opportunities to provide positive feedback to students and highlight their strengths.
Below are some examples of how you can begin to build positive relationships with your students:
One of the most important aspects of teaching is building positive relationships with our students. This can be as simple as greeting each student every morning or engaging in a casual conversation. Showing genuine interest in a child's life makes them feel safe and supported. We need to remember that we may be the only positive adult relationship a child has.
Many children who display behavioural problems are often in need of emotional support. Therefore, it is important to demonstrate to students that you can be a friend to them. This may involve altering the curriculum or the class timetable in order to support their emotional wellbeing. Engage in regular, fun activities such as sports, arts, games etc. Use these opportunities to provide positive feedback to students and highlight their strengths.
Below are some examples of how you can begin to build positive relationships with your students:
- greet every child each morning
- speak to every child everyday about non-school related topics
- share some of your experiences / interests with your students
- show an interest in your students hobbies/interests/lives
- share your similar experiences with your students
- understand the child
- attend to the little things
- keep commitments
- clarify expectation
Negotiating Solutions
Negotiating solutions can be used to increase student autonomy. By including students in the decision-making process, they are far more likely to agree to the terms.
This strategy should be used when a student refuses to do work, follow instructions or engage in the learning environment.
Example: a student refuses to share sporting equipment with other students
Negotiate a solution: "how about you use the equipment for 10 minutes and then Samantha can use it for the next 10 minutes"
Negotiating solutions can be used to increase student autonomy. By including students in the decision-making process, they are far more likely to agree to the terms.
This strategy should be used when a student refuses to do work, follow instructions or engage in the learning environment.
Example: a student refuses to share sporting equipment with other students
Negotiate a solution: "how about you use the equipment for 10 minutes and then Samantha can use it for the next 10 minutes"
Offering Choices
There are two types of offering choices.
Type 1: This is used when a student refuses to do work or follow instructions. It
involves offering the student two choices - the appropriate behaviour or a
consequence.
e.g. "You can choose to finish your work now or you can finish it during Golden
Time".
Type 2: This is used when a students behaviour is threatening to become disruptive and the teacher knows that the student will not involve themselves in the learning experience. In this instance, the teacher can offer a less demanding activity for the student to complete.
There are two types of offering choices.
Type 1: This is used when a student refuses to do work or follow instructions. It
involves offering the student two choices - the appropriate behaviour or a
consequence.
e.g. "You can choose to finish your work now or you can finish it during Golden
Time".
Type 2: This is used when a students behaviour is threatening to become disruptive and the teacher knows that the student will not involve themselves in the learning experience. In this instance, the teacher can offer a less demanding activity for the student to complete.
Mentoring
There are many options for mentoring. This can be used to help the student feel safe and supported.
Peers:
Older student:
Adult:
There are many options for mentoring. This can be used to help the student feel safe and supported.
Peers:
- should be some who they respect and look up to
- the mentor should be responsible, caring and kind natured
- the mentor should help with school work, work on class projects together, do class jobs together, spend quality time together
Older student:
- should be someone who they respect and look up to
- the mentor should be caring, responsible and kind natured
- the mentor should hep with school work, play games, spend quality time together
Adult:
- should be someone who the student respects, feels comfortable with and gets along with
- the mentor should be willing to spend time with the student and take an interest in their life
- the mentor should do jobs together (sort books in the library, play games, stamp envelopes etc)
Fostering Self-Esteem
It is important to foster students self-esteem in order to ensure students feel safe, supported and are actively engaged in the classroom.
How to foster students self-esteem:
It is important to foster students self-esteem in order to ensure students feel safe, supported and are actively engaged in the classroom.
How to foster students self-esteem:
- students need to be succeeding at school tasks
- celebrating success
- displaying success
- provide positive feedback
Modelling
As teachers, it is imperative to practice what we preach. this involves the types of behaviours we expect of our students.
Examples:
As teachers, it is imperative to practice what we preach. this involves the types of behaviours we expect of our students.
Examples:
- Manners (e.g. please and thank-you)
- greetings
- team skills
- appropriate voice
Cool Off / Time Out Area
The cool off or time out area should be used to help students manage their behaviour. This can be used voluntarily by students when they feel the need to cool off or it can be teacher directed.
The cool off or time out area should be used to help students manage their behaviour. This can be used voluntarily by students when they feel the need to cool off or it can be teacher directed.
- should be visible to the teacher
- have a set procedure in place that students know and understand
- cool off area should have distracting materials for students to peruse
- follow through with the teacher
- practice going to the cool off area