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By far the best method for promoting positive classroom behaviour is prevention.

Many teachers are constantly looking for an arsenal of effective disciplinary measures that will allow them to maintain control of their classrooms. What they don't realize is that non-productive or disruptive behaviour is almost always the result of ineffective classroom management. Some of the most well-meaning teachers fall into the trap of wasting precious time and energy trying to correct chaotic situations that could easily have been avoided.

Be preventive, not reactionary

The Truth About Classroom Discipline

Contrary to what they may say and how they might act, your students come in wanting to respect you. They detest weak adults and feel safe and secure around a firm, but fair authoritative figure. Though they may not like you, they will listen if you behave in a way that commands respect.

Do:

• be fair.
• be firm.
• be consistent.
• be a role model.
• handle non-compliance immediately.
• stand your ground.
• let your students know you care about them.
• practise tough love.
• exhibit the behaviour you expect from students.
• talk to your kids and treat them with kindness.
• stay level-headed.

• let your class to see you frustrated or out of control.
• lose your cool if your students push your buttons.
• put kids on the defensive or behave confrontationally.
• become so overwhelmed and burned out that you ignore/block out/lower your awareness of inappropriate behaviour.

Starting from Day 1

Set limits and be consistent.
If you don’t, you’ll have to pick up the pieces later.
(Guaranteed)

1. Establish the rules. Post them on the wall if you can.
2. Begin with a no-nonsense attitude. (Some teachers subscribe to the "mean till Halloween" philosophy.)
3. Slowly loosen your armor. If kids test you (and they will!), turn up the volume immediately: "If you test me, I’ll do it. So how do you want it? Do you want me to act like this, or like I really am…a nice guy?"
4. Establish your role as teacher. Effective classroom management begins with good personal management of the teacher. The need for establishing your role from the very beginning cannot be over-emphasized. Your demeanor especially on the first day of class will be a major factor in how the students view you for the entire year. Presenting yourself as poised and confident (even if you're really nervous!) will greatly help in building your image as an instructor worthy of respect and attention. Remember: You only get one shot at a first impression. Don't blow this critical opportunity.
5. Explain your role as a teacher. "My job is to give you something interesting and educational to do. Your job is to do the work.”

                                                               Positive Reinforcement
The kids who are acting out usually seem to get all of the attention, leaving very little (if any at all) for the kids who are behaving well. Don’t take these "good" kids for granted, or for that matter, the misbehaving kids who are exhibiting improved, appropriate behaviour. Accentuate the positive when you can. It goes a long way.

1. Catch a student "doing right".
This focuses on appropriate behaviour and promotes healthy interaction among the students. Positive reinforcement is a powerful tool and easy to deliver: If you see someone who (for example) has worked through a dispute in a mature fashion, has sat quietly for an extended period of time, has helped out a classmate, or has paid close attention in class, let the student know. Announce the model behaviour to the class: "Hey! Ali finished his task on time and helped his classmate. That’s outstanding!" (Invite the class to applaud.)
2. At the end of the day/week, save time at the end of class to point out improvement and/or the positive things that the children have done.
3. Offer incentives. Build an arsenal of rewards for correct behaviour rather than punishments for troublesome behaviour. The prizes depend, of course, on your group—candy, little toys, funny things you’ve had around the house…
4. Plan a system of rewards through symbols/tokens/stars/strokes as part of the course. Ask the students what they like to do, and keep a list.
5. Use learning activities/games as a reward wherever possible.
Give students a brief and personal note/informal citizenship report from time to time. (Keep it as positive as possible.)

Techniques and Strategies to Help Your Classroom Run Smoothly

Remember that each child is different, each teacher is different, and each situation is different. The ideas listed here are only suggestions. Use your best judgment when choosing a tool to repair problematic behaviour. Remember: You know your students better than anyone.

Before Class

1. Become thoroughly familiar with the general characteristics of your students based on age, culture, gender, and circumstances.
2. Establish a tight classroom format and routine that the children recognize.
3. Plan a challenging lesson geared for success. Success creates higher motivation to know more.

During Class

1. Establish classroom rules and procedures immediately—in a firm, but positive manner. Students need to know your expectations.
2. Be completely prepared when class starts.
3. Plan ahead. Arrange chairs ahead of time.
4. Establish a non-verbal cue that signals when class is ready to start. Wait for everyone. Use the power of peer monitoring.
5. Have something to do for early arrivals.
6. Balance reading, writing, and speaking activities.
7. Repeat and review. Recycling and revisiting material is essential to building confidence.
8. Kick off the lesson with a fun, easy, attention-grabbing activity or warm up. This gets everyone focused on their role of student and participant. Make sure you only begin when everyone is ready.
9. Assigning and rotating roles and responsibilities can be helpful (e.g. "Noise Control Monitors", "Clean up Crew", etc.).
10. Keep records during each lesson of the children's performance and progress. Create a simple chart to make notes on such things as strengths, weaknesses, participation, and attitude. (These records can also help you plan activities to practise areas that all the children are having problems with.)
11. Develop your "teacher voice". Use a different volume, voice, or tone in different circumstances.
12. Don’t allow your desk to come between you and your students, or stand in one spot. Move around the room.
13. If you blunder, embarrass someone, or hurt a student’s feelings, repair the damage and apologize publicly or privately. Your willingness and ability to do this will greatly enhance your students’ respect for you. Remember: It's rare and refreshing for teachers to admit mistakes.
14. Let kids have a break/recess to physically let off steam. (This is especially necessary for the problem kids.)

Activities

1. Maintain a full schedule of activities.
2. Provide and model specific instructions.
3. Set time limits. Any "down time" in a lesson can be an opening for disruptions.
4. When placing students in pairs, have them face one another head on. This is a subtle, but powerful way to keep them interested in the activity.
5. When placing students in groups, avoid odd numbers, as they are socially awkward. Groups of more than four need to be closely monitored by the teacher.
6. Clearly show when one activity ends and the next one begins.
7. Be transparent and predictable: Set an agenda and list the tasks to be carried out and their allotted time limits.

Techniques For Getting Your Class to Be Quiet After an Activity

• Ring a bell.
• Honk a horn.
• Clap your hands.
• Use your voice. (Be careful not to sound angry, strident, or plaintive.)
• Use a musical instrument.
• Flick the lights on and off.
• Use a non-verbal cue (e.g. index finger to lips "Sh!" or a zipping gesture).
• Introduce and agree upon a non-verbal activity stopper from the very first day. The following "domino method" is quite popular among teachers and trainers:

1. Raise your hand (or make a V-shaped peace symbol with your fingers).
2. As soon as a student sees you, they should raise their hand, stop what they’re doing, and silently turn to face you.
3. As soon as another student sees anyone with a raised hand, they follow suit. When everyone has stopped, faced you, and raised their hand, give your instructions.

What to Do When Disruptive Behaviour Happens ?

1. Establish your classroom rules and procedure immediately. Be assertive, but kind. (It can be done!) Start from the very first day and be consistent.
2. Are you talking too much? Too much Teacher’s Talking Time (TTT) can ruin the best of lessons. Avoid unnecessary or superfluous "chalk talk" and "frontal teaching" as much as possible.
3. Elicit as much as you can from students. (How to do it: Examine what you want to cover. Then devise a series of prompts and questions to get your class to tell you. Negotiate your discussions.)
4. When students lose focus, move among them and engage them more actively (or change the activity).
5. Take a problem child aside and speak to them privately. (Sometimes kids won’t open up in front of peers.) Inquire with tact: "I’m the only one here. I’m not going to say anything."
6. Use humor.
7. Be clever. A smart child appreciates and respects a quick wit.
8. Maintain constant teacher/student contact:

• Visually: Make eye contact. In many cases, an intense stare will do the trick.
• Verbally: Change to a quiet voice or use an inviting tone.
• Physically: Without missing a beat, gradually move closer to a disruptive student. It can be helpful to stand behind them and/or gently place a hand on their shoulder to bring them back into compliance. (Use good judgment, intuition, sensitivity, and flexibility here.)

 9. If more discipline is needed, use language that is direct and firm, but not demeaning. ("Stop talking, please.")
10. Go sit next to the student, or have them sit next to you.
11. Re-direct non-productive behaviour by giving the student something else to do.
12. Give the student two or more alternative behaviours or activities from which to choose that are more appropriate. The student is more likely to invest in an activity of their own choosing, thereby averting a power struggle.
13. Talk to the student after the class about how the disruptive behaviour is affecting the class. Receive and give feedback. Make a plan for change with the student.
14. Arrange a meeting with the student and his/her parents to discuss the problem behaviour. Make sure you present the situation as a problem to be solved, not an attack on their child. Most children become pussycats when confronted with their teacher and parents.
15. Don't let disruptive behaviour become a habit with an individual or a group. Address and fix it immediately.
16. Use bored, disruptive, and acting-out students to help you. (They’re often the leaders and have quite a bit of authority among their peers.) Get them on your side.
17. Keep in mind that some behaviours may be annoying to you, but may not actually be disruptive to the class. Decide which behaviours are important enough for you to regard. Ignoring negative behaviour sometimes quells it; especially if you are managing the class well.
18. Use "reverse psychology". Continuing to be kind and letting something pass will work in some situations with some students.
19. Invite the class to evaluate a peer’s behaviour.
20. Showing disappointment and increased intention can work to your advantage. (If you show anger, however, they win.)
21. Establish a place removed from the hub of activity for "time outs". Send a child to this location until you feel it’s time for them to return to the group. Most children hate to be left out especially if everyone else is having fun. (Tip: Don’t make a big deal about inviting the student back into an activity. You can save them shame and embarrassment with a quick glance or gesture that beckons their return.)
22. Smart kids are often bored. If they misbehave, objectively describe their behaviour: "You’re brilliant. You blew it."
23. Ask kids what sorts of things they like to do and incorporate these things into the curriculum. Students are more inclined to behave and participate if they’ve been made part of the process.
24. Talk to your colleagues. Pick their brains for tricks. Find out:

• what they tried that did or didn’t work
• if anyone else is having trouble with the same child

25. Kids sense fear and insecurity. If you feel uncomfortable with a child or a situation:
Act "as if".
Think of someone strong and firm whom you respect. Imagine that you are this person as you intervene.

Troubleshooting

1. Don’t rush for the sake of finishing.
2. Allow a certain amount of time for each phase of your lesson. Allow:
5 minutes at the beginning for latecomers housekeeping (administration), and unexpected questions/problems/issues.
5 minutes at the end to do a wrap up
3. Prioritize activities within each lesson phase. Think out in advance what you can shorten, skip, or adapt. Make a note of these on your lesson plan.
4. Extend the lesson over two days.

1. Keep an eye on the clock.
2. Save time for a wrap-up/closure activity. Stop whatever you’re doing five minutes before the end of class and do a wrap up, even if some students have not completed the task.
3. Cut and go to a quick review/recap.
4. Establish a "Wait until I excuse you!" policy.
5. Use a summary of the previous lesson as a game or warm up the next time you see your students.

1. The younger the students, the shorter the attention span is. Plan lots of different activities that lead and bleed into each other.
2. Introduce more individual practice, or break the class up into smaller groups.
3. Bring everyone into the discussion/activity. This helps to keep everyone engaged.
4. Vary the pace.
Keep things up/step things up to challenge students.
Slow things down if your class seems confused, frustrated, or overwhelmed.
5. Make sure to keep activities "snappy". Don’t let them drag. Stop before they fizzle.
6. Vary your classroom dynamics. Mix and match

• individual activities vs. pair and group work
• quiet vs. loud exercises
• seated activities vs. moving and milling activities
• chalk talk/frontal teaching vs. games

• Try a "meditation minute" at the beginning of class, or get kids to breathe slowly with their eyes closed.
• Make it a policy that students write a bit in their journals for the first five minutes of class. This quiets them down, focuses their attention, and takes into account stragglers and latecomers. (Soft background music is helpful here, too.)
• Vary classroom dynamics. Start with an interesting listening game or activity to help calm them down.

1. Students who finish unexpectedly early may not have understood your instructions or may find the activity too hard. If this seems to be true of most of the group:

            • stop and explain/model/demonstrate the exercise again

If the problem rests with an individual, sit with the child and offer coaching/extra help while the others continue to work.
2. Students who burn through exercises may feel that the activity is too easy/insulting for them. If they have made careless mistakes or have taken only a superficial stab at the exercise, point out the trouble spots and tell them to fix them. Check in later and push the envelope.
3. Have extra topic-related exercises/extensions/examples prepared for those who finish early. (The student may feel that they’re being challenged more.) Or: Have fun, non-topic-related worksheets/extensions prepared.
4. Group the quick ones.
5. Ask the early fishers to help the others.
6. Tell the child: "When you do something, do it 100%!" Kids rise to your expectations. Don’t aim low.

1. Establish the "Please raise your hand" rule.
2. Use a ball or beanbag to establish turn-taking during in-class speaking.
3. Walk over to the kid. Establish a short distance between you. Stare at the child.
4. Don’t allow yourself to get into an argument with a student or become confrontational. (You relinquish your power.) Don’t get sucked into their game. Don’t let them train you.

T: Alright. Zip it up.
S: I’m talking to myself.
T: OK. Then I guess I’ll have to call ______.
S: What? I was just talkin’. I’m not doin’ anything.
T: Then we’ll just let ______ decide.

Remove the child from the room. Use the chain of command:
1. Send the child to your coordinator.
2. If sending the child to the coordinator doesn’t work, the coordinator can send the child to the director.
3. If sending the child to the director doesn’t work, the director can begin the discussion of discharge.
 

1. Throw the ball back into the child’s court. Make them accountable for their actions. Ask:
"Was that respectful?" or "Are you victimizing him?"
2. Have the student "take a moment". Remove them from the hub of activity for a few minutes of quiet introspection. "I need you to sit and think about what you did/said."
3. After an appropriate period of time, ask the kid to tell you what they came up with (Be advised: It may be how much they're angry at you!)
"Why do you think you’re sitting here?"
"Why did you _____?"
"What could you have done differently?"
"What are you going to do now?"
4. Train your students to take their own time outs. As soon as they feel an inappropriate outburst coming on, allow them to retreat to a removed spot and cool out. Talk to them about it later.

1. Stare at them. This makes most children uncomfortable.

o T: (Stare.)
o S: What?!
o T: You tell me.

2. Describe the child’s actions

o "Your behaviour is inappropriate."
o "________ing is not OK."
o "________ing is not appropriate. I need you to stop."
o "We’re all through ________ing now."

3. Offer the child a choice (but make sure that both choices are what you want):

o "You can sit in your seat, or you can sit on the time-out bench."
o "You can listen to me, or you can listen to the coordinator."
o "You can play by the rules, or you can stop playing."

4. Inform the child that you will call the parents. (Most kids will back down.) This will separate your role of teacher from that of parent/disciplinarian:

o T: Come here. Write down your name and phone number.
o S: Why?
o T: I think you should give me the reason I’m going to call your house.

5. If the consequences aren’t holding, intensify them. Follow through. Tougher, escalating consequences include arranging conferences between:

o you and the child
o you, the child, and the coordinator
o you, the child, the coordinator, and the parents
o you, the child, the coordinator, the parents, and the director

6. Later, when the child is more rational, impress upon them the power of making good decisions. "If you make a bad decision, you lose power. You lose the power to decide for yourself. You give this privilege to other people—people like me, your parents, the director. We don’t really want it. It’s your call."

Important Note
You won’t always be successful. You may not always win.
Remember: You never know what’s really going on in a child’s life

Recommendations for the Future

Develop, as an institute, a comprehensive behaviour modification program. Use the same:

• language, phraseology
• classroom rules
• expectations
• consequences

These can be communicated to students day one, and described to the parents. With parental commitment, cooperation, and reinforcement, the child will be unilaterally supported and surrounded in consistency.

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