Planning for positive behaviour for learning

This is part of a series of posts about behaviour management. The previous two posts – ‘Behaviour Management – some tips to help you’ and ‘There are two ways of looking at Behaviour Management’ gave you some information about ways of dealing with unacceptable behaviour in your classroom. In the Observation posts we looked at what to look for when observing behaviour management in the classroom.
​
This post examines the idea that if you plan well, the students won’t misbehave in the first place!

We need to be realistic. There will often be students who will not follow rules - and the processes in your school will deal with them.

In these posts we are looking at working with the majority of students in your classes.

The job you have is to ensure the bulk of students is on your side.

Something you need to remember if faced with behaviour issues – it is rarely the whole class who are messing around - even though it may seem so at the time! 

​An objective eye will point out that only one or two students are off task. The rest of the class is made up of:

 - a small group of students who will always do what you tell them

 - the vast majority of students who could move either way - they are either going to behave well or not ... and it is all down to how you manage the situation.  

They will not be naughty in themselves - but you could briefly lose them if they start laughing or encouraging the poor behaviour of the one or two miscreants!

---

These tips will help you to plan for positive behaviour – ‘behaviour for learning’

There are many explanations why students may not behave properly, but one of the main reasons will be that the students are not engaged in the work.

Why?

Let’s look at the possible causes and what you can do to avoid them becoming problems!
 
The problems arise when:

• Students don't know what to do to achieve / succeed
  • Share the success criteria with them at the start of the lesson.
• They aren't praised when they do achieve
  • Celebrate them moving forward in their learning. This doesn’t always have to be with balloons! Think about how you like to be acknowledged when you achieve something new.
• The work is too hard or too easy
  • Plan for all the students to achieve. (Future posts on differentiation)
• The instructions are unclear
  • Obvious solution!
• The tasks are too long or not varied enough
  • Break tasks into bite-size, manageable chunks. Check learning at regular points (Future post on Assessment for Learning – AfL)
• We don't appeal to the individual's type of learning
  • Consider how some of us like to learn visually, others by doing etc… (Future posts on learning styles)
• The tasks are not relevant and would not grab interest
  • Find a way of linking the new knowledge to their existing spheres of reference - make it relevant!
• There is more teacher talk than student talk (look out for a later post about this!)
  • We learn through talking about the learning. This is a complex study – and one covered in later posts – and includes collaborative group work, discussion tasks, paired learning….

Consider what this means in terms of your planning and your delivery.

Remember:
most children want to learn and enjoy learning

Want more tips? ...

Children retain...

10% of what they read

---

​20% of what they hear

---

30% of what they see

---

​50% of what they see and hear

---

​70% of what they say

---

​

​90% of what they say and do

---

​This has huge implications for how we plan our lessons. There is only an hour (or two for some of you) – fill it carefully!

Remember - most children want to learn and enjoy learning

 
TIP: You need to have clear learning intentions, which are outlined to the students - at regular intervals.
 
TIP: Set short, varied tasks, which are achievable – but which stretch the students.  Set students up to achieve, not to fail!
 
TIP: If you know what you want, you will be able to communicate this to the students.
 
TIP: Ensure you break the instructions down - unpack it for them and reinforce what you need in different ways.

Remember - effective lesson planning leads to fewer behavioural problems!