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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