Be Prepared – try to be early and always have resources with you. Prepare something that will grab the pupils’ attention immediately. You need to aim to have them on task as quickly as possible. If it’s a class you know, try to get into the classroom before the pupils arrive and arrange the desks/resources as you want them. If you will be working with a Teaching Assistant, explain your objectives and talk them through your teaching style before the pupils arrive.
1. Know The Schools’ Policies – if there is a problem, who should you turn to? Is there a ‘sin bin’? Is it appropriate to put a pupil outside the classroom? What rewards and sanctions does the school approve of?
2. Name Drop – pupils will spot that you’re a supply teacher a mile off and expect to get away with poor behaviour. So, let them know you know the authority figures in the school. Drop the names of the Head/Deputy in conversations during the lesson.
3. Promote Good Behaviour – take every opportunity to give genuine praise: for achievement in learning tasks, for effort, for creating a good learning environment, as well as improved behaviour.
4. Focus On The Positive – start by being as confident and positive as you can be. Think about your non-verbal communication – you want to demonstrate a clear control of the situation. Maintaining eye contact is important. Continue by focusing on what’s going right and offering praise whenever you can. Using humour is encouraging and positive too – but sarcasm will only win you enemies. Try turning an order into an encouraging statement, e.g. ‘Stop talking now!’ becomes ‘If you listen to me, you’ll know what to do’.
5. Give Clear Instructions – make sure there is no ambiguity about who is in charge! Also, set tasks with explicit aims and objectives for the pupils to complete during the lesson.
6. Rewards & Expectations – have a system that acknowledges those who behave and do their work - that also demonstrates to others what’s expected. It would be great if you always had the opportunity to set ground rules at the beginning of a lesson, but you might not have the atmosphere to do so!
7. Clear Sanctions with Warnings – avoid jumping straight to the ultimate punishment! When a pupils is doing something that is inappropriate, warn them about what will happen if it continues and make sure you impose that sanction if it does! Try to make a distinction between the pupil and their behaviour – they’re great but their behaviour has been a real disappointment! This will help to maintain the pupil’s self-esteem.
8. Select Your Strategy – there are always a number of ways of dealing with a challenging situation. So, it may be appropriate to ignore difficult behaviour, or distract pupils with a change of activity. Try to reason with pupils or agree small activity completion to get them back on track. It is better to start with low level preventative intervention, then build up to more serious sanctions like the removal of the pupil from the class. It is always easier to move this way than in the opposite direction! Whatever strategy you select, in needs to be fair and consistent, focusing on the behaviour not the person.
9. Avoid Confrontation - Remember that the more you shout, the less effective it becomes. Worst still, shouting back at a pupil who is shouting at you is likely to escalate the situation. Go for a controlled, non-threatening response, even if you know you’re losing your cool. Remember that a pupil winding you up you is looking for an explosive response, so keep your dignity intact by taking a deep breath and reply with a positive statement, e.g. ‘I’m here to help you. If you return to your seat, I’ll come over and go through the tasks with you again’.
10. Keep Moving – by moving round the class, you’ll show your pupils that their work is being observed and that you’re interested in it. It will help you avoid poor behaviour caused by a lack of understanding of the subject matter/task at hand.
11. Be Flexible – you need to be ready to think on your feet and adapt your lesson/learning programme to the class. Responding to an interest shown in a particular aspect of your lesson could lead to a really enjoyable lesson for all.
12. Record Behaviour Clearly – the school you are visiting will want to know how your day has gone. Also, they are in a position to follow up thoroughly on good and bad behaviour. So, use your KES Handover Notes to comment on pupils’ behaviour – but make sure is clear, precise and non-ambiguous. Avoid vague statements and focus instead on descriptions of performance, e.g. ‘Julie couldn’t concentrate’ becomes ‘Julie worked for no more than 3 minutes before leaving her seat to talk to Claire behind her’.
13. Keep Your Perspective- even when things seem to be going wrong, always remember that it’s not the end of the world! Most people learn more in challenging situations.
Glossary
Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD)
Terms which are used to describe children with over-active highly impulsive behaviour and who have difficulty in paying attention. As well as a short concentration span they are often easily distracted, restless, talkative and cannot easily follow instructions. Their impatience and unpredictability makes for very challenging behaviour.
Behaviour, emotional and social development
One of four areas of need described in the DfES SEN Code of Practice. It includes ‘children and young people who demonstrate features of emotional and behavioural difficulties, who are withdrawn or isolated, disruptive and disturbing, hyperactive and lack concentration, those with immature social skills and those presenting challenging behaviours arising from other complex special needs.’
Disaffected
Applied to older children who appear to reject their school and its values and perceive the curriculum on offer as irrelevant to their needs. In a group they may constitute an anti-school sub-culture.
Tourettes Syndrome
An inherited condition which is characterised by ‘tics’ or an involuntary, rapid or sudden movement which is repeated over and over again. It may be aggravated by stress or excitement. The syndrome is sometimes associated with various behavioural difficulties.
Further Reading
- Assertive Discipline: Positive Behaviour Management for Today’s Classroom by L. Canter and M. Canter, published by Lee Canter and Associates in 1976
- Behaviour Management by B. Rogers, published by Paul Chapman Publishing in 2000
- Behaviour Management in Schools by L. Porter, published by The Open University Press in 2000
- Bullying - don’t suffer in silence (An anti-bullying pack for schools) published by DfEE in 2000
- Bullying: effective action in secondary schools, published by OfSTED in 2003
- Discipline in Schools, Report of the Committee of Enquiry, chaired by Lord Elton (The Elton Report), published by DES in 1989
- Educating Children with Emotional and Behavioural Difficulties: inclusive practice in mainstream schools by J. Thacker et.al. published by Routledge Falmer in 2002
- Getting the Buggers to Behave (2nd Edition) by S. Cowley, published by Continuum in 2002
- Ideas to Go - Better Behaviour (ages 6-8, 8-10, 10-12) [3 books] by H. McGrath, published by A. and C. Black in 2004
- Promoting Positive Behaviour by T. O’Brien, published by David Fulton Publications in 1998
- Supporting Children with Behaviour Difficulties - A Guide for Assistants in Schools by G. Fox, published by David Fulton Publications in 2001
- The No-Blame Approach by B. Maines and G. Robinson, published by Lucky Duck Publications in 1993
Websites
The National Association for Special Educational Needs
Social, Emotional and Behavioural Difficulties Association (formerly AWCEBD)
The National Attention Deficit Disorder Information and Support Service