Non-verbal behaviour management strategies include:
Clapping Musical instruments
Counting down Tally on the board
Reward charts Pausing mid talk
Lollipop sticks Physical proximity
Raising your hand Timer
Fingers on lips
Clapping Musical instruments
Counting down Tally on the board
Reward charts Pausing mid talk
Lollipop sticks Physical proximity
Raising your hand Timer
Fingers on lips
This video highlights teachers' experiences of behaviour for learning during their first year of teaching including what works and what doesn't. It's important to find out what works for you and your class. Experimenting with a variety of strategies (including the ones above) may be worthwhile.
Rules and Routines
Rules promote responsibilities and encourage good behaviour. They are a way of translating the rights and responsibilities of both the teacher and learner through clear guidelines. Rules provide a safe and stimulating learning environment and give children an understanding of boundaries (see Charlie Taylor's checklist on the Relationships page). However, 'rules alone do not guarantee good behaviour, they should be related to rewards and sanctions' if they are to be effective (Steer Report, 2005 cited from Arthur & Cremin 2010: 136).
Routines are the structures which underpin the rules and reinforce the smooth running of the classroom. 'Effective teachers spend considerable time in their early encounters with their classes teaching them routines' (Emmer et al, 1994 cited from Arthur & Cremin 2010:138). This in turn gives more time to teaching.
Classroom routines include:
Entering and leaving the classroom
Getting the attention of the class
Distributing equipment
Moving around the school
Seating arrangements
The way children talk to the teacher, ask and answer questions
Click Here to view a video that will provide you with move advice on classroom routines.
Routines are the structures which underpin the rules and reinforce the smooth running of the classroom. 'Effective teachers spend considerable time in their early encounters with their classes teaching them routines' (Emmer et al, 1994 cited from Arthur & Cremin 2010:138). This in turn gives more time to teaching.
Classroom routines include:
Entering and leaving the classroom
Getting the attention of the class
Distributing equipment
Moving around the school
Seating arrangements
The way children talk to the teacher, ask and answer questions
Click Here to view a video that will provide you with move advice on classroom routines.