Behaviour
How Do You Deal with Student Behaviour?
Teachers encounter many different types of students. Most students are respectful and keen to learn, but occasionally a student may persistently make a teacher’s job difficult. These are the times when effective classroom management is needed to address problems without disrupting the learning of other students. A teacher may be skilled and proficient in their profession but can still be challenged by a disruptive student. When this happens, the rest of the class can be disturbed and even careful lesson planning can be undermined. In this essay, I will highlight some common classroom problems and suggest ways to minimise disruptive behaviour.
To begin with, it is important for a teacher to establish good discipline in the classroom. They should start by getting to know the students. Greeting students as they enter the classroom can help the teacher build rapport and identify any concerns early. The teacher should learn all the students’ names as soon as possible, ideally within the first few days of school. They should also establish classroom routines from the outset and make expectations clear, both for students and for themselves. A small number of clear, overarching rules—perhaps three to five—can help guide behaviour. Students should understand these rules, which should be taught, practised and reinforced as carefully as curriculum content. From the first day, the teacher should have a classroom-management plan and apply it consistently. They should avoid double standards: what they say they will do, they should do. Where appropriate, students can also be involved in developing the rules.
Consistency is particularly important. The teacher should follow up on homework and check students’ work, so that students understand that effort and behaviour matter. If disruptive behaviour is repeatedly ignored, it may become harder to address later. For example, if a student’s behaviour steadily worsens without any response, the teacher may eventually have to tackle a problem that could have been addressed earlier. Teachers should be alert to students and situations that may disrupt the lesson and intervene before the problem escalates.
A skilled teacher develops clear expectations for behaviour, supported by consequences that are fair, practical, proportionate and consistently applied. For example, a teacher might wait until the class is settled before beginning to speak, then pause for three to five seconds to ensure that students are ready. This can help the teacher maintain a calm, measured tone. If students begin talking during the lesson, the teacher might ask them a relevant question or calmly remind them that their conversation is making it difficult for others to learn. The teacher should not try to teach over persistent chatter. Above all, they should remember that they have a responsibility to protect the other students’ learning. It is difficult for a class to follow instructions if students cannot hear them because others are talking. Simple expectations, such as listening when the teacher is speaking, help establish a clear standard. If noise starts in one part of the room, the teacher can pause and wait for the class to settle. Consistency matters because students will notice if expectations are not applied reliably, and some may take advantage of this.
One of the most important principles is to treat everyone fairly. If one student is regularly punished for misbehaviour but another student receives no consequence for the same behaviour, the first student may feel unfairly treated. This can damage trust and have a negative effect on the class. A teacher’s temperament and attitude are also important: calm, early intervention can prevent a situation from escalating. Teachers should be patient with both themselves and their students. An assertive teacher gives clear directions rather than becoming drawn into an argument about why a student is behaving inappropriately. For example, they might say, “I want you to put your phone away and return to the task.” This gives the student a clear next step.
The teacher should avoid damaging a student’s self-esteem and should aim to remain positive and respectful. Humiliating a student or using sarcasm is unlikely to help. Confrontation can create a situation in which both teacher and student feel they must win, rather than focus on resolving the problem. When a more serious conversation is needed, it may be better to speak to the student privately at break time, where appropriate, rather than reprimanding them in front of their peers. A teacher might also move a student to another seat, away from friends who are distracting them. This can reduce the opportunity for disruption without turning the situation into a public confrontation. Humour can sometimes help defuse tension, provided it is kind and is not used sarcastically or at the student’s expense.
Teachers should maintain high expectations and communicate that they believe every student can make progress. Respect for each child is essential, as is encouraging students to respect one another. Achieving in class involves completing work and taking an active part in learning, while also being considerate of classmates. To help students listen to one another, the teacher can ask them to raise their hands before speaking. The teacher should also circulate around the classroom while students are working, checking their progress and offering encouragement. They can ask themselves: “Am I spending too much time behind my desk or at the front of the room?” When students are completing individual work, moving around the classroom allows the teacher to notice difficulties, offer support and check selected pieces of work that have not yet been marked.
Preparation and classroom organisation can also support good behaviour. A short starter activity, or “warmer”, can help students settle into the lesson in a positive frame of mind. The teacher should consider the arrangement of furniture, desks and resources to ensure that movement around the classroom is easy and that students can be seen and supported. Seating plans can help keep students within the teacher’s line of sight and can reduce distractions where necessary.
In conclusion, this essay has presented several strategies for managing student behaviour. The classroom should be a positive and productive environment for everyone. Establishing clear routines and expectations from the beginning, applying them consistently and remaining calm and fair can help prevent many problems. The teacher’s attitude is crucial, although challenging behaviour will inevitably arise from time to time. Most students want to learn, and it is the teacher’s responsibility to help them succeed. By addressing disruption respectfully and early, teachers can remove barriers to learning and minimise interruptions so that students can make the most of their lessons.
How do you deal with student behaviour?
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Teachers can face many different types of students. Mostly students are respectful and good learners, but occasionally, there are students that persist in making the teacher’s life hard work. These are the times when the teacher must use classroom management to overcome any such problems. A teacher can deal with difficulty, but these issues must be dealt with sufficiently without disruption to the other students who are willing learners. A teacher studies how to teach and be proficient in their profession but can easily come undone by a disruptive student. This is where the rest of the class can be disturbed and all the teachers’ quality lesson planning comes to an abrupt delay in proceedings. In this essay, I will highlight problems in the classroom and provide ideas to help minimize bad discipline.
To begin with, it is important for the teacher to instill good discipline in the class. They must start off by getting to know the students. The teacher can greet the students as they come in; this may spot potential trouble makers. The teacher must learn all students’ names as soon as possible – within the first three days of school. The teacher needs to establish a routine in his classroom as soon as possible. The teacher should have a plan that incorporates what they expect from the students as well as expectations of themselves. The teacher should have a few (three to five) basic overarching rules in place to help govern student behavior in the classroom. The students should know and understand the rules. These must be taught and reinforced as if they were curriculum, repeating them often as needed. All of these rules should be practiced from the off. From day one, the teacher should have a classroom management plan and stick to it. The teacher can not have double standards, what the teacher says, they should maintain. The teacher when possible could even involve their students in developing the rules. Above all, the teacher needs to be regimented if they are to make sure each lesson is not inhibited by any disruptive students. They can set homework and check to see who has done it. This will show who is willing to learn. All work must be checked thoroughly. If the students see that they can get away with poor behaviour they will do it. For example, if a student’s behaviour steadily gets worse and worse, with no discipline given by the teacher, the one time the teacher has reached their perceived limit, the teacher may have a hard task of trying to stop the behaviour which should not have been allowed to reach this level in the first place. The teacher should be aware of problem students and situations that may disrupt the class and put a stop to it before it escalates.
