Responsive strategies in the classroom
Responsive strategies is the way a teacher respond to students’ misbehaviour and extend opportunities for students to correct their behaviour (McDonald, 2010). A teacher’s discipline not only affect the student being corrected, but also those watching. Therefore it is important to choose strategies that are not punishment orientated rather targets the motives of students in a dignified and respectful approach (Rogers, 2004; Dreikurs, Bronia & Peppers, 1998).
Least to most intrusive steps
The following strategies are adapted from Bill Rogers (2011) and listed from least to most intrusive to match the level of seriousness of the situation.
- Tactical ignoring, eye-contact, proximity and touch are non-verbal communications that gives the student a warning and a chance to do the right thing. Putting attention on a small situation, making it bigger than it is, will only disrupt the class and waste your lesson time
- If a non-verbal message is not enough, a simple direction, rule reminder and/or open questioning leads the student to reflect on what is expected of them.
- Students may continue to misbehave and try to get you involved (e.g. argue and whine). Acknowledge their feeling but redirect them back to the task. If they continue, offer a simple choice or block their attempts by repeating your instructions. If they are still unsettled, you can divert them by giving them a job.
- Assertiveness is a non-submissive and non-aggressive way to remind the student you are in control (Lyons, Ford & Arthur-Kelly, 2011). The use of ‘I’ statements also asserts your position by describing a problem you observed, how you feel about it and why you feel that way (Dinkmeyer & Mackay, 2007).
- Isolate the student when classmates are affected and distressed about the misbehaviour. Take the student aside if needed.
- If none of those are working, the most intrusive strategy would be an exit procedure such as sending the student to the principal’s office.
Incentives and consequences
Positive reinforcement lets the student know what behaviour you like and that you notice their effort. A thoughtful encouragement includes feedback that lets the student know what we see, notice and feel about their effort, application and/or behaviour.
Rewards are used as a secondary motivation because they are not used to correct student misbehaviours, rather to encourage consistent good behaviour.
Punishment may stop specific behaviours in specific settings, but positive reinforcement is the only effective strategy that provides lasting and meaningful behavioural improvement. Consequences should not be used with the intention of punishing a child but to teach them the appropriate way to behave (Rogers, 2004). Consequences are discussed with students to allow students to take ownership for their behaviour, with an exception of school policy (non-negotiable).
Rewards are used as a secondary motivation because they are not used to correct student misbehaviours, rather to encourage consistent good behaviour.
Punishment may stop specific behaviours in specific settings, but positive reinforcement is the only effective strategy that provides lasting and meaningful behavioural improvement. Consequences should not be used with the intention of punishing a child but to teach them the appropriate way to behave (Rogers, 2004). Consequences are discussed with students to allow students to take ownership for their behaviour, with an exception of school policy (non-negotiable).
references
Dinkmeyer, D. & Mckay G. 2007, The parent’s handbook: Systematic training for effective parenting, Impact Publishers, United States of America.
Dreikurs, R., Bronia, B. & Pepper, F.C. 1998, Maintaining Sanity in the classroom: classroom management techniques, 2nd edn, Accelerated
Development, Washington DC.
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. 2004, Behaviour Management: A Whole School Approach, SAGE Publications,London.
Rogers, B. 2011, Classroom behaviour: a practical guide to effective teaching, behaviour management and colleague support, 3rd edn, SAGE Publications, London.
Dreikurs, R., Bronia, B. & Pepper, F.C. 1998, Maintaining Sanity in the classroom: classroom management techniques, 2nd edn, Accelerated
Development, Washington DC.
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. 2004, Behaviour Management: A Whole School Approach, SAGE Publications,London.
Rogers, B. 2011, Classroom behaviour: a practical guide to effective teaching, behaviour management and colleague support, 3rd edn, SAGE Publications, London.
Click next to read about collaborative learning