More about behaviour management

Teachers are also encouraged to think about their own role in behaviour management, focusing on the following:

Ask yourself…

• What do I know about each of the students in my class?
• Am I catering for the needs of all of the students in my class?
• Are the students actively involved in learning activities?
• Is the work at an appropriate level for all the students in my class?
• Do my students understand what I am asking of them?
• Are my expectations realistic?
• Am I providing options for students?
• Am I happy with the way my class is operating?
• Do I know where to seek assistance or find information?
• Is what I am doing the best I can do?
• What can I do to do it better?

Terry:     We found that it didn't work to leave all the behaviour management to classroom teachers who were unfamiliar with cultural difference and language difference. Leaving them on their own (or leaving it to the administration) didn't allow us to take the time that was really needed. Just a small incident in the playground could take an hour to get to the bottom of how it actually happened. And eventually you might find out it was something that happened three weeks ago.

But we were acknowledging that there is a need to actually spend time with the students so that they have a say in what's happening, and also to look at why things happen and how we can fix what's been done wrong — rather than saying, 'these are the rules and this is the punishment'.

So we've got our Supportive School Environment Team. Teachers and the team interact on a regular basis, especially in terms of flagging issues that they might see occurring, such as a particular child changing behaviour.

The team might do home visits or they might take a teacher with them. If there is restitution required they work on ensuring that occurs. They get whoever's involved in there. If there's conflict resolution required then they will support that taking place. It's a much more pro-active approach, supporting the students rather than just managing the behaviours.

The team leader comes with specialist skills and experience and he thinks creatively about solutions to problems. He will work with people on suggestions and strategies for how to support the management of behaviours with a particular child. He'll notice things about patterns of behaviour that other people won't necessarily notice.