THE MUTS AND BOLTS OF MANAGING CLASSROOM BEHAVIOUR

The teaching-learning process can be negatively affected by children´s behaviour. Most of the time, teachers have to deal with low-level disruptive behaviour rather than serious aggression. However, the never-ending repetition of commands and the frequent interruptions may be frustrating and time-consuming.
Nowadays, as opposed to what happened with the traditional sit and listen approach, students are encouraged to learn by doing. Therefore, classes have become more dynamic and noisy. In addition, teachers often have to deal with large groups including children with different emotional and academic problems, and students with special needs.
Everything considered, it seems obvious that teachers need to develop new ways of relating with learners based on trust and interpersonal skills.
During the first days of class it is important to establish a discipline policy and teachers and school staff must plan, apply and reinforce a behaviour action plan that will bring about the desired behaviour during the rest of the school year. Here a few tips to help you plan successfully:

-Involve students in the development of a behaviour plan. Discuss rules with them, clarify expectations and help them display the agreed results. During the year, draw their attention to the rules when they have been broken and encourage students to apply them. Be a model yourself: abide by the rules.

-Once rules and responsibilities have been established, stick to routines as they give confidence and security. Keep anxiety at a minimum as it is one of the major causes or disruptive behaviour.

-Collect information about students from previous years in order to be aware of possible conflict areas. Neverthless, avoid labelling students and give them a new opportunity to change and improve.

-Identify and list the behaviour you are willing to cope with during each stage of the class. This will show you when the group or a particular student is stretching the limits.

-Remind students of set rules by using positive remarks. (Example: watch your manners, please instead of Don´t speak like that!).

-Keep the physical environment as comfortable and friendly as possible. Store the material and resources (scissors, books, and pictures) in safe and easy-to-reach places; avoid movement if there are too many people in the class or the aisles are narrow; check that board, posters, etc. are clearly seen from every corner of the classroom.

-Avoid iddle periods. Get students to work and then deal with calling the roll, latecomers, parent´s notes, lost objetc, etc.

-Plan lessons carefully, boost interest and keep students engaged. Students´involvement is the best preventive strategy for disruption.

-If difficulty arises, keep track of the intensity, frequency and atmosphere in which it occurs. Plan a parent´s meeting, talk to colleagues, work collaboratively, and above all, keep the focus on the conflict resolution, never on the students.

-Avoid too many disciplinary interrumptions. In most cases, eye contact, a smile or a gesture should be enough to keep the class under control.

-Check that the difficulty level of tasks and teaching methods are appropiate of your group. Frustation and boredom cause anxiety and may lead to behaviour disruption.

-Use your skills to observe and analyse your class. This will lead you to planning change and making the right decision about a behavioural intervention.

-Bear in mind that intervention must be respecful; its main aim is to help children understand and change their behaviour.

-Be ready to work collaboratively to create a high-quality learning environment and so help students develop the skills needed to be effective learners. Fostering open and honest relationships with students is the essence of sucess. It may not be easy, but it will be highly rewarding in the end.

Es muy importante para todos los maestros poder controlar el comportamiento de los alumnos en clase y para ello se pueden utilizar una serie de pautas y medidas muy útiles como las que se describen en este artículo.