Policy & leadership
2 min read
If you want to improve your behaviour strategies
We all have bad days and bad lessons — the ones we would rather forget. But it helps to evaluate where we are in general terms with our behaviour management skills. If we know what level we are at, we can concentrate on the skills that will move us to the next one.
The mistake we sometimes make is trying to move from 2 to 9 in a week, and then feeling disappointed when we fail. The same applies to exercise and weight loss. If we know where we are, we can set realistic goals.
Where would you put yourself on this scale?
1
You don't want to go to work. Lessons are chaotic and you feel like you have no control whatsoever. You feel relieved if nobody gets hurt or causes any damage. You are looking to leave the profession.
2
You dread the classroom but occasionally have moments when some of the class engage with their learning. The pupils largely determine what goes on. You know your influence is very limited.
3
There is major disruption and many pupils pay little attention to your presence.
4
Your control is very limited: it takes time and effort to get the class to listen. You try to get on to individual written work quickly in order to get their heads down. Pupils talk while you are talking, and minor transgressions go unchecked.
5
Your control is often limited, and there are times when you would be embarrassed if the head walked in. The atmosphere is rather chaotic at times. However, pupils who want to work can get on with it.
6
You can usually maintain a cooperative working atmosphere and undertake most of the less risky forms of classroom activity, but this requires thought and effort.
7
You can maintain a relaxed and cooperative working atmosphere most of the time with a good range of classroom activities, but this usually requires thought and effort. Some forms of lesson activity may be under less control than others.
8
You can maintain a relaxed and cooperative working atmosphere nearly all the time, if you choose the right activities. Sometimes the risky, out-of-seat, active learning sessions can feel a little chaotic.
9
You feel completely in control and can undertake any sort of activity, but you are not always as relaxed as you would like to be about it.
10
You feel extremely relaxed taking risks and feel completely in control undertaking any sort of activity. You don't really deal with behaviour. Your focus is invariably on learning, and on building and maintaining relationships.