Proficient Manage challenging behaviour by establishing and negotiating clear expectations with students and addressing discipline issues promptly, fairly and respectfully.
Managing challenging behaviours is an integral part of teaching as challenging behaviour can be disruptive to other students and unsafe. Our school has a behaviour management policy that we are required to follow. Our behaviour management steps are as follows: 1. Warning 1 2. Warning 2 3. Time out – 5 minutes in a time out spot outside of the classroom. Then the behaviour is discussed before re-entering the classroom. 4. Exit – the student is exited from the classroom and sent to a leader. When exited parents are contacted and informed of the behaviour.
Along with following these steps student behaviour is logged on DAYMAP so all staff can reference if needed. This also helps to paint a picture of the student’s behaviour as a whole. We also have yard cards that restrict where students play. These are often used if the student is having trouble playing safely and appropriately with in the school yard.
Regular communication with parents is also an integral part of managing challenging behaviour. It is important that the students parents are aware of the behaviour and understand the processes that the school has in place. It is also good if the parents can discuss this behaviour with their child as support.
The best way to manage challenging behaviour is to try and limit the possibility of it happening in the first place. This is why setting clear expectations from the very beginning is important. Setting and creating expectations with students is the best way to do this as students are then fully aware of what is acceptable behaviour. It also adds to their accountability for their behaviour as they are the ones that created the expectations. Below are some examples of the process I went through to create Guided Reading expectations with receptions.
Lastly it is important build relationships and get to know your students. This is important as it helps you understand why students act in a particular way and what works for these students. For example, I had a student that is extremely over active and struggles to concentrate. He often makes weak behaviour choices that include, distracting others, not respecting personal space, running/rolling around the room, not following instructions and more. To help manage this student’s behaviour I have negotiated with him and sometimes have to be flexible at times with his behaviour choices. He has a set spot on the floor where he needs to sit (usually right near the teacher). I use a visual timetable that clearly outlines the task he needs to complete and when he gets a break. His breaks usually consist of an active activity to help him use all his energy. Below is a copy of his visual timetable.