Relationship is Key

Behaviour management is a crucial aspect of a teacher’s professional practice. The APSTs highlight the importance of ongoing learning, creating a positive learning environment, and using effective strategies to ensure all students feel safe and supported in learning.

This area concerned me the most when entering the education world. I had the advantage of working as a TA for 3 months last year and had some ‘teachable moments’ with Year 7 classes.

“I find building relationships with the students was key to establishing good behaviour.“

Overall, I found that building positive relationships created a foundation for a calm, supportive learning environment in which students are more motivated and behave appropriately.

Setting Expectations

I quickly learnt that behaviour management is a constant rather than an option. During Prac, I observed my supervising teachers and other teachers in the faculty; setting expectations before the students even entered the classroom helped behaviour management immensely.
My routine for middle school students is to line them into two lines outside the classroom, check their clothing is appropriate for the workshop, gain their attention using various strategies and then outline what we are doing in today’s lesson and what I want them to do when they enter the workshop which is grab an apron, check the tools at your bench and wait for the next instruction. I allow them to talk to each other but monitor for any inappropriate behaviour. Once they report on their tools, I ask them to come around the front bench for a demonstration and/or instruction.

Routine & Consistency are your friends

Routine reduces stress is what I have found in the classroom. Setting expectations is a routine that the students appreciate. Too much routine is boring, so I mix it up, which isn’t hard in a workshop with 22 students at different project stages with different skills and needs. The three main routines I integrate into all my workshop lessons are;
– Setting expectations before entering the classroom.
– “Tools Down” means stop work, put materials and tools down and gather around the front table for a demo or instruction.
“Time to pack up” means putting everything away, sweeping benches, putting away aprons, checking tools and standing by the bench ready for final instruction.
– End the lesson with what we are doing next lesson, any homework requirements and a “Quote of the Day”. The quote of the day has become popular, with some students asking what the quote of the day is before I get a chance to read it. I have developed a Pinterest board with curated quotes to choose from.

Incidents

Although behaviour management is a constant conversation; “Quiet please”, “Eyes on me”, Stop punching him”, “Glasses on” (I wish I had a dollar every time I had to remind students of this one 🙄), there have been a couple of documented incidents to note.

March 2024: A YR11 student poured PVA glue inside a workbench, covering some tools. I noticed it as I was checking tools after the students left class. It took the supervising and myself 20 minutes to clean up. We asked who had done this during the next class, but no one owned up to it until after the class was dismissed. The student was then made to attend a 40-minute detention in the workshop (equal to the time spent initially cleaning it up). The student admitted it was a foolish thing to do and has been acting appropriately since the discipline.

May 2024: I had an extreme case in a YR12 class where I had to restrain a student from attacking another student. I can not divulge too much information about the incident other than it happened so quickly. It could have been a lot worse as no major injuries were caused, and I was glad I was able to help de-escalate the situation. The follow-up from the team and admin was exemplary and hasn’t deterred me from teaching. It has made me more determined to learn how to help students that have support provisions.

APST’S

Behaviour Management:

1. Knowledge and understanding:
1.1 Knowledge and professional understanding: This standard emphasises a teacher’s ongoing learning and understanding of effective classroom management strategies. This includes understanding different behaviour types, positive reinforcement techniques and de-escalation strategies.
2. Professional practice:
2.2 Uphold the profession and the professional teaching standards: Effective behaviour management is crucial for creating a safe and positive learning environment for all students. This standard highlights my commitment to maintaining a professional learning environment.
3. Planning for and implementing effective teaching and learning:
3.1 Plan for and design learning programs and teaching activities: Effective behaviour management practices are often integrated into lesson planning to ensure a smooth flow of activities and minimise disruptions.
3.2 Apply teaching strategies to cater to students’ diverse needs: Some students might require additional support or differentiated behaviour management approaches. This standard emphasises my ability to adapt strategies to individual student needs.
4. Creating and implementing engaging learning experiences:
4.2 Plan for and implement effective teaching and learning sequences: Clear expectations, routines, and consistent behaviour management practices contribute to a more predictable and engaging learning environment.
4.3 Use knowledge of student learning to design teaching activities: Understanding student needs and potential behavioural triggers allows teachers to design engaging activities, promote positive behaviour, and minimise disruptions. This involves incorporating movement breaks, offering choices in learning tasks or structuring activities to cater to different learning styles.
4.4. Collaborative Safeguarding: Maintaining open communication and collaboration with school leadership, counsellors and relevant authorities to ensure a coordinated response to any incident that threatens student safety. Risk Assessment and Intervention: Develop skills to assess potential risks in the classroom environment and proactively intervene to prevent incidents of physical aggression or defiance. Trauma-Informed Practices: Be mindful of trauma’s potential impact on student behaviour. Consider the implementation of trauma-informed practices within the classroom to help students who might be experiencing emotional difficulties or past trauma. Support for Mental Health Needs: Work collaboratively with school counsellors and relevant professionals to identify and support students with mental health needs that might contribute to their behaviour. Crisis Management: Develop skills to manage crisis situations calmly and effectively. This includes de-escalation techniques, clear communication, and ensuring student safety until further assistance arrives.
5. Assessment and providing feedback:
5.1 Assess, provide feedback and report on student learning (indirectly): A well-managed classroom environment can indirectly improve student learning and focus.
6. Professional engagement:
6.2 Engage in professional learning and reflection: I have participated in professional development related to behaviour management strategies, positive classroom practices and restorative justice approaches. This aligns with the ongoing process of refining classroom management skills.
6.4 Develop professional relationships with colleagues, parents/carers and the community: Effective communication and collaboration with parents/carers and colleagues can be crucial for supporting positive behaviour and addressing any ongoing behavioural issues.

Behaviour management is a crucial aspect of a teacher’s professional practice. The APSTs highlight the importance of ongoing learning, creating a positive learning environment and using effective strategies to ensure all students feel safe and supported to learn.

Tags in this post