Behaviour Management

Task Avoidance

This occurs for many reasons, some of which are:

Student disengagement.

Student lack of understanding.

Student being concerned with issues outside of the learning

And many other reasons (see Reference – Newport Academy).

Initially, the option should be to try to understand why the learner is disengaged. Sometimes a
gentle word can help, or a conversation/1:1. If it is to do with the student having issues that are
playing on their mind, then Student Services are a good signpost. Avoidance can come from many
background issues – home problems, tiredness, dynamics of the classroom, poor eating habits,
confidence, etc.

If this is not the reason, then the behaviour may need addressing in a more creative way.

Disengagement often comes through behaviour which takes the learner out of the classroom. This
can be toilet breaks, drinks, needing to get air, etc. Sometimes this can come even before learning
starts (headaches, tummy aches, etc).

In this case, the behaviour needs to have boundaries – there should be set times and routines for all
learners to take breaks and deviation from this should be the exception. Whilst older learners may
find it difficult to work within these boundaries, seeing them as “childish”, it should be explained
privately that you understand the issues and this is to help the learner modify their behaviour.

If the learner is not understanding, therefore feeling a need to remove themselves, then a method
of helping the learner should be agreed. A screening for learning issues should be arranged for
undiagnosed dyslexia, etc, but the learner should be involved in the process from the start. The
learner can be allowed to have more time, pre-reading, modified material, etc to help them absorb
the concepts and learning.

A system of visual indicators across the class can be used. This stops the learner from feeling singled
out. For example, a “progress card” – red on one side, green on the other – is a visual prompt for
the teacher/tutor to see if learners are on task or struggling. This is a good practice in any case.
Again, a discussion with the learner to explain that turning the red card up is a method of pre-
empting the disengagement and avoidance is part of the plan to support them.

It may also be possible to use peer support to enhance engagement and reduce avoidance.
Sometimes a learner will respond to a peer, involving themselves deeper in the learning process,
reducing the opportunity for avoidance. There is a risk that the learner can allow a peer to carry out
the majority of the work, but this can be monitored and checked with questions and progress
checks.
References: https://www.newportacademy.com/resources/mental-health/teen-avoidance-
behavior/#:~:text=Task%20avoidance%20is%20another%20common,as%20a%20result%20of
%20anxiety. – Newport Academy Explanation of Avoidance Behaviour

https://study.com/academy/lesson/strategies-for-task-avoidance-behaviors-in-the-classroom.html
(requires an account to access full document)

http://www.nacd.org/anxiety-in-our-children-the-role-of-avoidance-behavior/ - National Association

for Child Development.