Having effective behavior management will make an enormous impact on your classroom. you’ll plan and prepare an interesting lesson but without behavior management, your students won’t get to take part completely.
Finding a behavior management style that works for you may be a process. Use the following pointers to assist you start and make a management plan that empowers you and your students.
Create a class identity
At the beginning of the school year choose a class name. The name is often supported by your theme for the year, like Superhero’s, a suggestion from your students, or a blend of a pair of names. within the past RC International School, Hesaraghatta has conducted a poll in their class for suggestions allowing everyone to possess input; then everyone votes until they’ve selected a class name.
Building genuine relationships with students shows that you simply care about them and are concern for their future. At the beginning of the year, surveys and get-to-know-students activities are an excellent means to begin a deep relationship foundation with students. Because the academic year continues, community circles can help maintain your community and make an area for open dialogue and familiarity. Once students realize you’re invested in them as individuals you’ll build respect, which can make a difference when holding students in charge of their behavior.
Some other ways to build relationship include:
- Positive phone calls at home
- Getting to know older and/or younger siblings who go to your school
- Home visits
- Personalized notes
- Supporting students at extracurricular activities
- Eating lunch with students
Collaborative class rules
When teachers and students collaborate to form rules, an excellent classroom environment is cultivated. Create rules that address how students are expected to interact with one another,teacher,with their physical space how students are expected to interact with the teacher, and the way students are expected to interact with the physical space. When students are given the opportunity to contribute to the principles which will govern their class, they develop a way of ownership for his or her classroom.
Set clear routines for everything you’d like students to try to in your classroom. Although it is often tedious, be explicit about everything. Don’t assume that students know the expectations for your classroom and make certain to point out how you’d like things to be done. Give students multiple opportunities to practice the classroom routines; provide ongoing support for routines and behaviors; reinforce expected behaviors and explain the results if the expectations don;t met.
Teach your routines and expectations during a way that permits you to differentiate ignorance versus defiance. Students often get in trouble because they genuinely didn’t know what they were expected to try. Once you’re sure that students are conscious of your expectations altogether areas of your classroom, administering consequences becomes much easier because you recognize students are conscious of all routines.
Here are some routines to consider establishing:
- Transitions between activities
- Asking for help
- What to do after work completion
- Lining up
- Sharpening pencils
- Turning in homework or completed work
- Using the restroom
- Pro Tip: Positively narrate students who meet expectations right away. Doing so not only rewards positive behavior, but repeats the expectation for students who may not have heard the first time.
Rewards can be individual, group or class-based. In the same way, students given to the class rules, allow them to contribute to the rewards. This will encourage students to work toward rewards they want. At our school in Hesaraghatta main road we always choose a reward system that is easy to handle. Consider rewards that do not need additional preparation or a burdensome financial investment on your end.
Quiet, quick corrections
When a student is off task, they are often seeking attention, so teachers need to remove the stage while addressing them. Use a silent signal, or proximity, to address a behavior. If that still does not work, quietly and quickly bend down and whisper to the student what you would like them to do as a consequence they will receive if the expectation does not meet, then move away. If the student still does not comply, administer a correct consequence, avoid using shame and intimidation to correct a student. Quiet corrections allow you to remain in control of the situation and keep the public stage out of the student interaction.
Be calm, firm, and consistent
When administering corrections make certain to remain calm. Giving a behavioral consequence shouldn’t be emotional, rather it should be a response to the clearly outlined rules and routines of your classroom. Avoid threats like, “If you don’t…then I will…”, but instead deliver consequences firmly, as they need to be been outlined to your class.
Set high expectations
Set high behavioural and academic expectations for all of your students. Have a transparent vision of how you would like your classroom to seem behaviourally and the way you would like your students to perform academically, then backward plan from your vision.