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| Top Ten Behaviour management tips |
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* Adapted from the work of 'MiniOwner'

1. BE IN CHARGE. You are in control. Be present; be dynamic. You do not need to justify your rules

2. USE POSITIVE CLASSROOM RULES. Aoid using "don't." Every rule should be written in a positive manner, tellign the students what to do rather than what not to do.

3. GIVE REWARDS FOR GOOD BEHAVIOUR. The fastest reward is specific praise towards an action or attribute. Other rewards include notes to parents, tangible rewards, special responsibilities..

4. CATCH THEM BEING GOOD. Praise positive behaviopur whenever possible. This will show the poor behavors that it is simply better to behave well. But don't just say "very good", you need to be descriptive - outline what you are happy about, and what the student can do to continue your happiness. Show appreciation for the smallest amount of effort in order to encourage greater effort.

4.5 PRAISE THINGS YOU TAKE FOR GRANTED. These are the little things that the students do that you're used to by now, but if you praise them, students are less likely to deviate from that behaviour. Homework being on time, clean desks, helping others, following instructions, using common sense.

5. BE SPECIFIC AND CLEAR IN YOUR INSTRUCTIONS. A lot of problems arise because the student isn't sure what to do, so they do somethigne lse instead. Be very clear in your instructions, so the student always knows what is to be done. Provide instructions in at least two formats (verbal and written on the board, for instance). Don't imply choice when there isn't actually a choice by adding a verbal question mark to your instructions.. okay?

6. DEAL WITH LOW LEVEL BEHAVIOURS. Deal with small deviations quickly to stamp them out. Quietly and calmly let the student know what they are doing and the consequences of continuing. Do this once only. Actions following:

- point to the written instruction on the board
- tell the student what they are doing
- stop everything and look at the pupil pointedly
- praise those who are behaving appropriately, then praise the student when they change
- ask other pupils what is needed

Always follow through with consequences, even on minor infractions.

7. CHOOSE CONSEQUENCES CAREFULLY. Help the student to do what you've asked him to do. Do not give up after giving an instruction, praise every little improvement. Make it clear that the student is making the chocie between compliance and consequence. A conseuence should be uncomfortable but not upsetting.

- Loss of choices
- Loss of a break time
- Loss of a privilege
- sitting in silence for a set amount of time

8. FIND A 'BEST FOR BOTH' OUTCOME. Try to avoid a situation where either you or the student must back down. Talk in terms of choices and consequences. Then wait for them to comply - for example, tell them you'll meet them outside the door in two minutes (consequenc eof not doing so is meeting during break instead), then go and wait by the door for them without being confrontational about it. They'll realise that following is simply the easiest response.

9. ESTABLISH ROUTINES. Never attempt to start a lesson until the pupils are ready. Have a routine that students will follow to start the day, a set activity that will set the quiet tone. Do now allow discussion with students or yourself, and the lesson will start itself smoothly.

10. END THE LESSON SMOOTHLY. Manage your time well. Do not run your lesson up to the last minute then frantically run around cleaning up. Allow time to clean up, ask questions and discuss what was learned. Have students stand behind their desks, and you release them one by one by addressing them by name and asking them a simple question, such as what they did well that lesson.


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