It is often the low level disruption in classrooms that can irritate teachers the most. Swinging on chairs, tapping pencils, calling out and talking whilst you are teaching. “The most common forms of misbehaviour are incessant chatter, calling out, inattention and other forms of nuisance that irritate staff and interrupt learning.” Ofsted, The Annual Report of HM’s Chief Inspector of Schools 2003/2004, (February 2005). Setting clear rules and expectations at the beginning of the year can help establish your expectations. Here are a few strategies which you may like to use.
'3 before me'
If the pupils in your class continually ask you questions or ask you for help this strategy may be useful, not only does it help keep you sane, it also promotes independent learning.
- Ask a friend
- Where can you find the answer in the room (display, worksheet, dictionary, whiteboard)
- Ask someone else
Noise meter
Having a noise level chart in the classroom can be used a non-verbal cue to quieten the class. The noises can include:
- Silence
- Whisper
- Talk partners
- Table voices
Praise board
Instead of making a tally when children are behaving inappropriately, you tally good behaviour.
- Explain that you are going to catch them demonstrating the chosen behaviour. Put a tally on the chart/name on the board and agree a weekly target with the class and catch the students doing the right thing!
When disciplining a child, it is important to do it in a sensitive and professional manner. It can be easy to let your emotions affect your corrective language. For example, if you are tired, upset or already irritated, a child 'messing around' in class is not going to help the situation. Taking a deep breath and looking at the behaviour and not the child is important. 'When we use corrective language, we actually think about the characteristic words we use...we also think about our intent, manner of speech and tone' (Rogers, B. & McPherson, E. 2008:49). Not letting your own emotions effect the way you deal with inappropriate behaviour is important. Children can and do pick up on the type of teacher you are simply from your tone of voice and body language.
Children tend to like teachers who:
Asking the 'why?' question when referring to a child's behaviour can prolong the situation, questions such as 'what should you be doing now?' and 'How do we answer a question in class?' remind the child of how they should be behaving which brings about the desired behaviour more effectively.
Children tend to like teachers who:
- Are slightly strict
- Are fair
- Treat them as individuals
- Have a sense of humour
Asking the 'why?' question when referring to a child's behaviour can prolong the situation, questions such as 'what should you be doing now?' and 'How do we answer a question in class?' remind the child of how they should be behaving which brings about the desired behaviour more effectively.