Behaviour One of the most common worries expressed by graduates coming into teach- ing relates to how they are going to control classes full of unruly children! Of course, in reality, and contrary to how the media commonly portrays the situation, the vast majority of schools are orderly and civil environments where teachers are able to get on with their jobs without mass student unrest. However, this does not mean that teachers can expect their students to behave perfectly day in, day out. Teachers do not have that as a divine right! Managing student behaviour is an important aspect of a teacher's pedagogy and, like every aspect of teaching discussed in this book, needs to be considered carefully and practised. The first and most important point about managing student behaviour is that you need to create a context for your teaching and learning that is exciting and engaging for your students. Getting this right will solve the vast majority of problems on the behavioural front. When students are bored they are more prone to misbehaviour. So make every effort to ensure that your lessons are planned well, contain a range of engaging activities and are presented in a lively manner. If you get this right, many of the common behavioural issues will look after themselves. ‘That said, there are, of course, occasions where you will need to be proactive in managing student behaviour. So, apart from teaching enthu- siastically and with a focus on student engagement, what practical tips can we give you in a few words? * Do not take bad behaviour personally. There are a whole range of complicated reasons why any one individual student may be misbehaving, and the vast majority of them will have nothing to do with you. So, please do not take things personally. This is really important for your own sense of self-esteem. As we considered in our entry on audience, you need to learn to detach yourself professionally at key points. © Give students choices about their behaviour. Outline the conse- quences of continuing to misbehave and emphasize the positive benefits of choosing to behave appropriately. This is important22 A-Z OF TEACHING in shifting the perceived outcomes that spring from a student’s misbehaviour and, hopefully, mitigating the effects of it in the future. You want your classroom to be characterized by a positive tone even when dealing with difficult behaviour, * Have a range of informal sanctions ready in advance. Prepara- tion is key here. You do not want to be making up sanctions on the spot. Work from a basis of least resistance. If students do not comply, then up the sanctions gradually, + Atsome point, informal sanctions may not work so you will need to implement key features of the school’s behaviour manage- ment policy. This is also important in enforcing your position as an individual teacher working within a broader educational framework. It depersonalizes the situation and will show the stu- dent that you are working within a set of ideas and sanctions that have been established and agreed by the school community. + Finally, as we discussed in our entry on attitude, maintain a bright, enthusiastic and positive tone at all times. This is vitally important. Make sure your classroom is characterized by praise and encouragement more than anything else. Expect students to behave well, convey that expectation to them in your positive body language and verbal communications, teach at a good pace, do not allow students to become distracted or bored and nurture them on the pathway towards success in your subject. They will thank you for this and you will enjoy your teaching more. ( Key questions Is my classroom characterized by a sense of positive student engagement? ‘Are my lesson plans and teaching activities designed to facilitate this? When students do behave inappropriately, what practical steps can | take to give them choices about their behaviour? What range of informal and formal sanctions can | adopt within my teaching when other positive reinforcement strategies have not had the desired effect? Further reading A Star Teachers (2012) Managing Behaviour in Your Classroom. http://www. astarteachers.co.uk/download_files/files/Useful_Info/Lessons/Managing_ behaviour_in_your_classroom pdf (accessed 14 June 2012). Rogers, B. (2011) Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour Management and Colleague Support. London: Sage.