NQT Classroom/behaviour management - Key Ideas

For any NQT it is important to establish yourself in the classroom in order to teach effectively. Many schools operate assertive discipline systems which are designed to support your teaching through the rewards and sanctions.  Many NQT’s and even experienced teachers are guilty of focusing on the sanctions rather rewarding positive behaviour.  It’s important that all pupils are rewarded making sure you do not overlook praise for the pupils that always display positive behavior and learning.  Some key tips adopted from Bill Rogers are

Key tips 

The words you use are as powerful as the message you are trying to convey – do you always know what to say when under stress? Before saying it, think about how it will help the situation.

Maintain a sense of humour – very powerful in the classroom.

Describing exactly what students are doing is often more effective than telling them not to do something.

Giving students an option when dealing with items they should not have in class (such as mobile phones, hairbrushes) is less intrusive and more effective than confiscation. e.g. for mobile phones I often give them two options – ‘I will take the phone and give you it back at the end of the lesson’ or ‘I will take the phone and give you it back at the end of the day’. They always go for first option!

Establishing a class at the beginning of a school year is critical to successful behaviour management.  Seating plans, expectations etc.

Teaching style can have as much an impact on behaviour management than any range of sanctions and rewards.  If you are having problems during lesson, look at the lesson and the individuals in front of you and work out what engages them.  All classes are different and even classes which you would expect to have no issues from can be difficult with the wrong teaching and learning style.

Following up and following-through with students, especially those who present with on-going ‘behaviour problems’, can be crucial factors in successful management.  If you have a problem with the student then talk to them before the next lesson, find a connection.

Do you know how to tactically ignore student frustration in behaviour management situations in order to maintain a disciplined classroom?

Think about teacher behaviour as it affects student behaviour – it’s essential to understanding this.  They will pick up on your mood.

Building bridges in order to keep a relationship with students is as important as dealing with troublesome behavior.  Compliment them, notice things and take an interest in them and their life.

Targeting specific “power brokers” and students who act as ring-leaders in “hard classes” can be a very effective strategy in behaviour management.

Replace ‘please’ with ‘thank-you’ – e.g. instead of saying please stop doing that, say Stop that – Thank-you which implies you expect it to happen.

Pick you battles – is it worth going to war over a forgotten pencil?