Behaviour Management

1. TUTOR
Nabaegha Najam
Behaviour Management

2. What is behavior
management

3. What do we see in this picture

4. Children’s behaviour
Jon Richards, UNISON’s head of education (cited in Bennett, 2015a)
notes a few simple truths about children’s behaviour:
● Everyone experiences difficult behaviour at school
● Children, like all people, can be selfish, cruel, kind and
amazing
● It isn’t your fault if they misbehave, but it is your
responsibility to act if they do
● Most students will be happy to abide by rules that are fair,
consistent and proportionate
● Almost all students prefer to be in a school where the adults
take behaviour seriously

6. ● This suggests that the root causes of behaviour are
often complex and multifaceted. The child may not
know himself why he is finding it difficult to do what
he has been asked to do, and the adults in his life
may not know either.
● Listening to children and helping them to both
understand and talk about their feelings, as well as
trying to see things from the child’s point of view, are
vital skills that many adults need to learn or relearn.

7. 6 Behavior Management
Strategies for Your Classroom in
2022
• Maintain a Routine.
• Set Rules Together With Students.
• Create Stimulating Lessons.
• Use Positive Language.
• Develop a Relationship With Your
Students.
• Adjust Your Scoring Methods.
• Developing a Positive Behavior
Management System for Your School.

8. Behaviour management is vitally important within the
classroom. It is not just about punishing unwanted
behaviour or even rewarding desired behaviour. Rather
it is about having strategies in place to support children
to behave in ways that help them gain the most from
their schooling.
Building positive learning relationships and intrinsically
motivating children to learn are important for effective
behaviour management.

9. Effective Behavior Management Plan
Not the entire class, but some students in your class have
behavior issues.
Paper airplanes fly across the room—students racing between
desks. You can’t get a word in. If you’re a high school teacher,
some of your students are:
• Coming late to class
• Using mobile phones in class
• Not doing class work
• Avoiding homework
You hang in there. You keep teaching.
You’ve even managed to create a
little bit of a favorable classroom
environment.

10. Differentiate Discipline From
Behavior Management Plans
Discipline describes the consequences you give the students
for mishandling rules and procedures. In contrast, behavior
management plans tell a set of procedures that aim to prevent
behavior problems rather than responding to them.

11. Discipline
• It’s reactive
• Is problem-driven
• Has negative consequences as punishment
• Promote compliance
• Stops deviant behavior
• Although necessary, discipline causes adversarial relationships
Behavior Management Plan
• It’s proactive
• Is productive driven
• Has behavior accommodation for students with behavior
problems
• Promotes responsibility
• Produce predictable behavior
• Improve teacher-student relationship because it’s far effective in
improving students’ behavior
• Unlike the behavior management plan, you’re not going to use
discipline every day.

12. Collect Perceptions of
Behavioral Issues
Make observations, reflect and collect in-depth observations of behavior.
It’s human nature to consider why human behavior happens in a given
context, but your initial conclusion might not be accurate.
To maximize the benefits of a behavior management system to your
student, your perception as a teacher must be accurate so that you
can select the appropriate intervention for a particular behavior
After collecting your perception, consider your students’ views about the
behaviors regardless of the grade level. And the best way to get
students’ perceptions is a non-directive interview where the interviewer
mirrors the student's thoughts.
• Is there a bio psychosocial issue that influences such a behavior?
• What does the student do when the behavior is active?
• Does your student believe the behavior is a problem?
• How does the behavior make the student feel?
• Does your student say they choose their behavior?
• More importantly, what is the view of other students and reactions
about the behavior?

13. Analyze the Source of
Misbehavior and Make
Connections Between Them
• What do you believe causes a particular behavior problem?
• How do such students react to different ways of communication?
• Are your expectations and perceptions influencing the student’s
behavior?
• Might it be a cultural issue affecting teacher-student interaction?
You need solid answers to the questions above. Then, analyze the
student to develop the best consequences that are in line with
students’ expectations and perception of being in school.
For example, a student might be misbehaving due to a lifestyle
change (loss of a family member, parents divorcing, moving, or
separation). While none of those justify misbehavior, you must
identify the root cause to plan for behavior modifications while
rationalizing why the student might achieve it.

14. Develop Classroom Procedures
Your core aim is to develop relationships. At the same time, you
want to implement a brilliant behavior management plan
with the least possible friction—which means setting clear
procedures for doing things in your class to head off
misbehavior problems.
Tell your students the procedures of doing everything in class—
from how they should ask questions and prepare for class to
how you’ll deal with missed assignments and collect work.
Think all the classroom procedures through ahead of time, then
communicate to the students to keep your day running
smoothly and establish a standard for your students.

15. Write Rules
As a teacher, you need to set general rules or a classroom
management plan to govern the conduct in your class.
However, students are more likely to buy into the rules if
you include them in the process of creating them.
Some examples could include, instead of “no talking when
the teacher is talking” and “no touching each other,” write
“be quiet when the teacher is talking” and “keep your
hands to self.”
The rules list should be short because it’s excruciating to
remember a long list.

16. Set-up the Consequences
A healthy rules-and-consequences system is integral in
designing a behavior management plan and creating a
culture of academic achievement and respect in the
classroom.
Before handling any learning goals, your students should have a
grip of the consequences in behavior management plans on
day one. Plus, you should relay these consequences to
parents, too.
For instance, the consequences of disruptive talk are different
from those of chronic avoidance of work.
Regardless of the situation, devise positive and negative
consequences. Use them consistently and immediately to
improve their efficacy.

17. Separate Time for Praises and
Rewards in Your Classroom
Management Plan
You need to recognize when a student with behavior problems
is doing something right. After all, behavior management
plans positively influence a student's intrapersonal, social
context, and cultural environment.
When you catch a student who usually misbehaves being
good, praise him and give rewards for it because it can
make a huge difference in their behavior and how they
respond to you.
Rewards are positive consequences of a behavior system that
encourages behavior modification in classrooms. When you
use it correctly, it motivates students with bad habits to alter
non-conventional behavior.

18. Here are some more reasons why rewards system work:
• It increases the motivation of students who misbehave
• Boost self-esteem as they’re encouraged to achieve
another successful result
• It’ll promote and endorse school effort
However, check for devaluation of reward in your behavior
management plan because, after some time, rewards
stop being surprising. Besides, check that the reward
system doesn’t become an addiction—that the student
doesn't behave right without them.