To record incidents of ongoing ‘problem’ behaviour

Aim

To record incidents of ongoing ‘problem’ behaviour.

Conditions. When exactly does the disruption occur?

• Is it random or regular?
• Is it always the same student?
• Is it always regarding the same task?
• Is it always with the same teacher?

Characteristics. What exactly happens?

• Is it a verbal reaction?
• Is it a physical reaction?

Consequences. What are the effects?

• On the student, the teacher?
• On the class, the school?
• Do they join in, ignore, retaliate?

More in this chapter

• To understand student behaviour in our classroom circumstances
• To explore and understand a school's policies and practices with regard to behaviour management
• To review the repertoire of strategies for managing behaviour which we typically use
• To consider strategies appropriate to managing different behavioural challenges
• To investigate one's classroom management skills
• To pre-empt general misbehaviour and to reduce incidents of inappropriate behaviour
• To evaluate the beginning of a session and to consider areas for improvement
• To monitor periods of transition in your own teaching
• To review the end of a session and identify areas for improvement
• To monitor responses to a classroom crisis
• To consider your view of disruptive behaviour
• To analyse and reflect on your management of specific behaviour
• To consider the range of sanctions operating in your school
• To reflect on classroom management and discipline