Establishing and implementing an effective Behaviour Management Plan.
Establish your own rules and expectations for procedures and classroom organisation
Have your main plan for Classroom and behavior management prepared and ready to go at the beginning of the year. It may take time for it to work consistently but it is necessary, and in the best interests of all involved, to stick with it so students can work within a clear framework of rules and procedures.
If you start the year maintaining consistency, it won't take long for students to get used to the way you like things to be done and it will be easier for them to get into a comfortable pattern, where they know what do. From my own observations and trying out different techniques I would recommend the following.
Lining up before entering class/when going to a different area of the school
Although you should have your own set of rules and expectations, it is important to allow students to be involved in setting some of the classroom rules When students know what to expect and have had a say in the classroom rules it should be easier to manage and follow through with consequences for inappropriate behaviours.
A book I would highly recommend and one I am very glad to own is Bill Rogers 'Classroom Behavior' which offers a framework for the Establishment Phase of the year. In this model the teacher sets their own discipline plan and this is followed by the development of a 'Student Behaviour Agreement'" with '"Shared rights, responsibilities and rules" (Rogers, 2006, p. 37).
Plan
To develop a student behaviour agreement start by explaining to the students how it will work. Have class discussions about the rights and responsibilities of the students and the teacher in the classroom environment. Allow students to contribute ideas about how they believe they should treat each other and how they want to be treated. This can include acceptable language and way of speaking, responsible behavior, use of equipment, sharing responsibility of classroom housekeeping tasks, being cooperative and respecting others. In addition to this you should discuss the consequences of inappropriate behaviour and breaking the student behaviour agreement, but also encourage students to be responsible for their own behaviour. Students should be fully aware of what is expected of them. Once the class and teacher agree on the plan, have the agreement printed and a copy given to each student and also display it in the classroom. Rogers (2006, p. 38) also suggests a copy of the agreement is sent home with each student to their family. This will be very useful for any future meetings needed with parents if students have broken the agreement.
Create
The development of the student behaviour agreement can be a very useful way of teaching students about the Dimensions of Learning framework for 'Attitudes and Perceptions' and 'Habits of Mind' (Marzano and PIckering, 1997). Using this framework, students will be able to identify how the shared responsibility of positive behavior and attitudes in the classroom will affect the classroom climate, while learning more about how to develop their skills in critical, creative and self-regulated thinking. The student behavior agreement could be developed over the first 4 weeks of the year and incorporate the use of ICTs to produce a book, slide show or other technology based text and can also be aligned with English Essential Learning from the curriculum. This way the students are engaged in a meaningful and authentic tasks.
Display
It is very important the classroom rules and student behaviour agreement are displayed in a prominent position in the classroom. When a student is behaving inappropriately, it is easy for the teacher, or peers, to point to the rules as a reminder to the student, or ask the student if their current behaviour is reflecting the behaviour agreement designed by the class. As Rogers suggests (2006, p. 43) publishing the rules in the classroom "can help with a teacher's verbal reminders about appropriate behaviour", that "cartoon motifs can help the visual effect of the posters" and that "at infant level teachers can further illustrate the relevant behaviour through photographs attached to the poster".
Review
After a certain period it would be useful to review how the student behaviour agreement is working. The class could have a fortnightly discussion about any issues that have come up, and a chance for students or the teacher to express concerns and for the class to collaboratively work on ways to resolve any problems.
Non-negotiable rules
It is important that there are some rules that are non-negotiable in the classroom. As Rogers discusses (2000, p.46), schools will have non-negotiable rules that apply to all year levels related to issues such as "health and safety, bullying, drugs, aggression and violent behaviour". These rules need to be made clear to students and parents from the beginning of the year and can be included in the student behaviour agreement, as well as being displayed in the classroom.
Have your main plan for Classroom and behavior management prepared and ready to go at the beginning of the year. It may take time for it to work consistently but it is necessary, and in the best interests of all involved, to stick with it so students can work within a clear framework of rules and procedures.
If you start the year maintaining consistency, it won't take long for students to get used to the way you like things to be done and it will be easier for them to get into a comfortable pattern, where they know what do. From my own observations and trying out different techniques I would recommend the following.
Lining up before entering class/when going to a different area of the school
- Have students line up quietly before entering the classroom after eating/play breaks. Once they are lined up and quiet you can let them know briefly what they need to do and what is expected of them. It is a good gesture to thank those who are ready quickly.Eg: "Ok, thanks Janine for being organized and ready, now everyone go in please and take out your English books, you have 3 minutes to be ready". I have seen how well this works compared to students just coming in randomly, which seems to take a lot longer for them to be settled. I would also recommend getting students to line up before going to the library, to another class or to other areas of the school. Wait until they are quiet and then remind them to walk quietly so they do not disturb other classes.
- It is always an advantage to get the students' attention without having to use your voice. It is also useful for students to get the teacher's attention without having to call out too. One method I have seen that works really well, and I have used, is to hold up one hand above your head. This is signal for everyone to stop talking, put their hand up, listen and be quiet. I have seen it used in school assembly and in the classroom; it only takes a short time for everyone to respond. While doing this, do not talk yourself, but wait until everyone is quiet, put your hand down and then start speaking to the students.
- A useful cue for students to let the teacher know they have finished a task is to place their hands on their heads. This is physically easier and less tiring than holding up a hand, which is better to be used to indicate they would like to speak.
- Assign and teach students physical cues/signs for other different things such as letting a student know you will be with them shortly. Different cues will work differently across age groups, but as long as the students are clear on the meaning of the cues they should be effective.
Although you should have your own set of rules and expectations, it is important to allow students to be involved in setting some of the classroom rules When students know what to expect and have had a say in the classroom rules it should be easier to manage and follow through with consequences for inappropriate behaviours.
A book I would highly recommend and one I am very glad to own is Bill Rogers 'Classroom Behavior' which offers a framework for the Establishment Phase of the year. In this model the teacher sets their own discipline plan and this is followed by the development of a 'Student Behaviour Agreement'" with '"Shared rights, responsibilities and rules" (Rogers, 2006, p. 37).
Plan
To develop a student behaviour agreement start by explaining to the students how it will work. Have class discussions about the rights and responsibilities of the students and the teacher in the classroom environment. Allow students to contribute ideas about how they believe they should treat each other and how they want to be treated. This can include acceptable language and way of speaking, responsible behavior, use of equipment, sharing responsibility of classroom housekeeping tasks, being cooperative and respecting others. In addition to this you should discuss the consequences of inappropriate behaviour and breaking the student behaviour agreement, but also encourage students to be responsible for their own behaviour. Students should be fully aware of what is expected of them. Once the class and teacher agree on the plan, have the agreement printed and a copy given to each student and also display it in the classroom. Rogers (2006, p. 38) also suggests a copy of the agreement is sent home with each student to their family. This will be very useful for any future meetings needed with parents if students have broken the agreement.
Create
The development of the student behaviour agreement can be a very useful way of teaching students about the Dimensions of Learning framework for 'Attitudes and Perceptions' and 'Habits of Mind' (Marzano and PIckering, 1997). Using this framework, students will be able to identify how the shared responsibility of positive behavior and attitudes in the classroom will affect the classroom climate, while learning more about how to develop their skills in critical, creative and self-regulated thinking. The student behavior agreement could be developed over the first 4 weeks of the year and incorporate the use of ICTs to produce a book, slide show or other technology based text and can also be aligned with English Essential Learning from the curriculum. This way the students are engaged in a meaningful and authentic tasks.
Display
It is very important the classroom rules and student behaviour agreement are displayed in a prominent position in the classroom. When a student is behaving inappropriately, it is easy for the teacher, or peers, to point to the rules as a reminder to the student, or ask the student if their current behaviour is reflecting the behaviour agreement designed by the class. As Rogers suggests (2006, p. 43) publishing the rules in the classroom "can help with a teacher's verbal reminders about appropriate behaviour", that "cartoon motifs can help the visual effect of the posters" and that "at infant level teachers can further illustrate the relevant behaviour through photographs attached to the poster".
Review
After a certain period it would be useful to review how the student behaviour agreement is working. The class could have a fortnightly discussion about any issues that have come up, and a chance for students or the teacher to express concerns and for the class to collaboratively work on ways to resolve any problems.
Non-negotiable rules
It is important that there are some rules that are non-negotiable in the classroom. As Rogers discusses (2000, p.46), schools will have non-negotiable rules that apply to all year levels related to issues such as "health and safety, bullying, drugs, aggression and violent behaviour". These rules need to be made clear to students and parents from the beginning of the year and can be included in the student behaviour agreement, as well as being displayed in the classroom.