How a school and the individual teachers carry out their behaviour intervention has implications for the success or otherwise of classroom management. Some schools provide guidelines for teachers in this area, as in this example.
(from D.Carter, K.Healy, B.Cope & S. Leicester (2000) Behaviour Managment in Queensland. Schools Board of Teacher Registration, Queensland.)
| Tactical ignoring (low level) |
Reinforce on-task behaviour
Look past disruptor |
| Non-verbal message |
Eye contact, shaking head, pointing, etc.
Close proximity to child |
| Casual statement |
How are you going? Any problems? |
| Diffusion |
Use of humour |
| Simple direction (reminder) |
Use student's name
Use excuse me, please, thank you
Eye contact, firm |
| Question and feedback |
What are you doing? What should you be doing?
Non-threatening
How's it going? |
| Rule restatement/reminder |
Quietly remind of established rule
Brief and clear |
| Deflection |
Teacher acknowledges child frustrated/angry but refers back to appropriate behaviour |
| Take a pupil aside (quiet discussion) |
Call over quietly
Brief discussion
Student needs to know what should be done when they return |
| Clear desist or command |
Explain that behaviour is unacceptable and direct them to resume task |
Simple choice
|
"It's your choice"
Work quietly or move
I'll have to ask..
Final warning |
| Isolation to "Thinking Chair" |
Ask to move to "thinking chair" (3-5 minutes) |
| Isolation to "Cool-Off Area" |
5-15 minutes
Simple choice first
Cool off or isolation
Reflect on own behaviour
Return when ready to obey fair rules |
| Relocation to Buddy Classroom |
Complete Reflection Sheet
Work in buddy teacher classroom for remainder of session
Discuss re-entry with class teacher prior to commencement of next session (verbal agreement) |
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