Preventative strategies in the classroom
It is imperative to have a carefully thought out preventative strategy to reduced initial behaviour and stop conflict from escalating (McDonald, 2010). Effective teaching in a positive learning environment is central to a well-behaved and efficient class. Rules are consistent with the school policy and put in place to promote safety and accountability. Rules, complemented with routines, reduce wasted time, such as time off task, as well as offer more certainty and structure in the classroom (Lyons, Ford & Arthur-Kelly, 2011). They are explicit and explained carefully from the first few days of the year and revised throughout the term.
Rules
Class rules are social contracts students create together under the teacher’s guidance (Curwin & Mendler, 2008).
Consider these guidelines when creating rules:
Consider these guidelines when creating rules:
- The three crucial non-negotiable rights: the right to feel safe, the right to learn and the right to be treated with respect
- The 3Rs: respect, responsibility and rights
- It is recommended to only have three to five rules; it’s easier to remember and not too overwhelming.
- Use inclusive language such as “our rules”; this gives the students a sense of ownership.
- They must be reasonable and achievable; otherwise too much teaching time will be spent trying to enforce them.
- They should be short and positive; it’s impossible to list everything your students aren’t allowed to do.
- They should be very clear of your expectations; it tells the students ‘why’ the correct behaviour is important (Kounin, 1958).
Routines
Class routines maintain a productive learning environment with increased academic engagement and reduced opportunities for off-task behaviour. Bill Rogers (2011) stresses the importance of calming, settling and focusing students as a group.
Core routines can be divided up into:
Core routines can be divided up into:
- Beginning of the day – e.g. line up quietly outside the classroom door
- Before and after breaks – e.g. put things from break away in bag before entering classroom
- Transitioning between lessons – e.g. listen for teacher’s instructions when to pack up
- End of the day – e.g. pack everything away neatly
references
Curwin, R.L, Mendler, A.N. & Mendler, B.D. 2008, Discipline with dignity: New challenges, new solutions, 3rd edn, ASCD, United States of America.
Kounin, J. & Gump, P.V. 1958, ‘The Ripple Effect in Discipline’, The Elementary School Journal, vol.59, no. 3, pp158-162.
Lyons, G., Ford, M. & Arthur-Kelly, M. 2011, Classroom Management: Creating positive learning environments, 3rd edn, Cengage Learning, Australia.
McDonald, T. 2010, Classroom management: engaging students in learning, Oxford University Press, Australia.
Rogers, B. 2011, Classroom behaviour: a practical guide to effective teaching, behaviour management and colleague support, 3rd edn, SAGE Publications, London.
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