4.3 Manage challenging behaviour (Proficient level)
Proficient level: Manage challenging behaviour by establishing and negotiating clear expectations with students and address discipline issues promptly, fairly and respectfully.
Example:
As a TRT it can be difficult to manage classroom behaviour as there is limited opportunity to build relationships with the students. Often you have no idea about the current classroom behaviour management system and you have no, or limited, knowledge of the students themselves. To improve my confidence, I felt that I needed effective strategies in this area and participated in a two day workshop on 'Classroom Management', presented by experienced high school teachers.
It was a very practical workshop, presenting a number of strategies I can see myself using effectively in the classroom. The first day covered low-key techniques and the second day focused on the higher level, more disruptive behaviours, and avoiding the power struggles that occur in the classroom.
The workshop linked closely with a second two-day course I am participating in - 'Student Engagement'. If students are actively engaged in their learning less disruptive behaviours should occur.
The course centred on the 'continuum of student misbehaviour' (see below) and I particularly liked a few of the strategies modelled in the workshop:
As a TRT it can be difficult to manage classroom behaviour as there is limited opportunity to build relationships with the students. Often you have no idea about the current classroom behaviour management system and you have no, or limited, knowledge of the students themselves. To improve my confidence, I felt that I needed effective strategies in this area and participated in a two day workshop on 'Classroom Management', presented by experienced high school teachers.
It was a very practical workshop, presenting a number of strategies I can see myself using effectively in the classroom. The first day covered low-key techniques and the second day focused on the higher level, more disruptive behaviours, and avoiding the power struggles that occur in the classroom.
The workshop linked closely with a second two-day course I am participating in - 'Student Engagement'. If students are actively engaged in their learning less disruptive behaviours should occur.
The course centred on the 'continuum of student misbehaviour' (see below) and I particularly liked a few of the strategies modelled in the workshop:
- Informal contract - addressing the problem with the student individually and negotiating a resolution (low-level persistent behaviours)
- 'Short circuiting' - 'the art of distraction' or defusing the situation with humour
- language of attribution - putting control back to the student. 'What would you like me to do now?' 'What do you want to happen next?'
(Certificate for workshop can be found here)
Example:
As a Temporary Relief teacher, I understand that some children will be anxious when their routine is disrupted and their familiar teacher is absent for a day or extended period of time. This disruption can lead to some students presenting challenging behaviour in the classroom and I proactively strive to minimise this with every new class. I am very conscious that it is my duty to make all students feel at ease and safe in their classroom as they would every other day with their usual routine and familiar teacher.
Regardless of whether I have the class for a week, one day or even half a day, the first thing I do is play a circle game so as I can learn each child's name. I feel that this is essential in establishing a relationship with the students and an effective way of making each one feel valued.
My circle game is simple, and one I learned during my Arts teaching topic at university. I start one end of the circle and each child in turn says their name and does an action to represent themselves (adapted for the lower primary years to any action). I allow the students to pass on the action if they cannot think of one or if I feel/see that they are anxious about the task. I can usually learn all the class names in about ten minutes so it is not a long process and can be achieved by first lesson start. I recommend this to any relieving teacher - it really helps to establish a positive teacher-student relationship from the beginning and certainly helps with the smooth running of the rest of the day.
As a Temporary Relief teacher, I understand that some children will be anxious when their routine is disrupted and their familiar teacher is absent for a day or extended period of time. This disruption can lead to some students presenting challenging behaviour in the classroom and I proactively strive to minimise this with every new class. I am very conscious that it is my duty to make all students feel at ease and safe in their classroom as they would every other day with their usual routine and familiar teacher.
Regardless of whether I have the class for a week, one day or even half a day, the first thing I do is play a circle game so as I can learn each child's name. I feel that this is essential in establishing a relationship with the students and an effective way of making each one feel valued.
My circle game is simple, and one I learned during my Arts teaching topic at university. I start one end of the circle and each child in turn says their name and does an action to represent themselves (adapted for the lower primary years to any action). I allow the students to pass on the action if they cannot think of one or if I feel/see that they are anxious about the task. I can usually learn all the class names in about ten minutes so it is not a long process and can be achieved by first lesson start. I recommend this to any relieving teacher - it really helps to establish a positive teacher-student relationship from the beginning and certainly helps with the smooth running of the rest of the day.
Example:
I was offered a term's teaching contract in a 3/4 class with a number of challenging students. For one reason or another there was no existing behaviour management system currently in place and I spent the first week establishing my expectations of the students in terms of their learning and their interactions with me and each other. I also established a new morning routine incorporating 'reading groups' and 'spelling contracts'. The class noticeably settled into this routine within a couple of weeks and leadership feedback has been positive in that they, too, have noticed the students working effectively in the classroom.
The photos below are the class posters in place to support the routines and behaviour management.
I was offered a term's teaching contract in a 3/4 class with a number of challenging students. For one reason or another there was no existing behaviour management system currently in place and I spent the first week establishing my expectations of the students in terms of their learning and their interactions with me and each other. I also established a new morning routine incorporating 'reading groups' and 'spelling contracts'. The class noticeably settled into this routine within a couple of weeks and leadership feedback has been positive in that they, too, have noticed the students working effectively in the classroom.
The photos below are the class posters in place to support the routines and behaviour management.