the Interactive Guide to
Behaviour Management
for Trainee and Newly Qualified Teachers
Case studies: Low level behaviours
Shane is using distracting behaviours early in lesson
Module 5
Classroom management
Take swift action to prevent a ripple effect across the classroom by using these Wave 2: Early Intervention Strategies
- Sit Shane in the Quiet Zone and have a discreet word, praising his positive behaviour in other lessons
- Find out if something has happened to spark off Shane’s attitude in the previous lesson
- Remind him that he can choose to turn his behaviour around and make the right choices
- Use the Quiet Zone strategy for 1 minute to calm and settle. If compliant Shane, as a reward, can join his group
If the behaviour continues
- Add name to the Early Concerns section of the Behaviour Recovery Board as visual reminder
- Use Move In strategies as and when appropriate
- Give a choice of working sensibly or having to Move Away from other pupils. Observe
- Move In to Shane’s desk to shadow him and see if he settles to task. If not, make him aware of his actions
- Remind him of his choices. Stay calm
- Add name to the Increasing Concerns section of the Behaviour Recovery Board
If the behaviour continues
- Add name to Timed Consequences. Issue a First Warning. Give a reason and quote the rule eg. “The rule is ‘We all need to listen to instructions'.”
- Remind Shane of the expectation eg. “I would like you sit on the chair properly. Thank you Shane.” “You need you to settle and calm down.”
- Use the Strap Line “We all have a right to learn”
Make the point that you are not going to discuss this issue during teaching time
- Extend the Timed Consequences to 3 x 5 minute maximum on the Behaviour Recovery Board
- Move In and Move Shane Away from others to sit in the Quiet Zone to recover his attitude
- Only negotiate a return to normal seat when there is a noticeable change of attitude and sensible, quiet behaviour
- Initiate a Break Time Detention so Shane can stay behind to complete work and discuss his behaviour
- Tell Shane that pupils were starting to complain about him and say you cannot allow him to stop other children learning
- Reassure him that you want him to learn and achieve, in readiness for a new start next time you teach him
- Inform Shane’s Form Tutor or Year Head about the issue of concern