To review the repertoire of strategies for managing behaviour which we typically use

Aim

To review the repertoire of strategies for managing behaviour which we typically use.

Evidence and reflection

Brainstorm, perhaps with a group of colleagues, on the strategies which you use to manage behaviour – just get a list. Use the ideas above from Rogers, or harvest from other sources if this is helpful. Then maybe refine it a bit, to eliminate overlaps.

Now see if you can sort your strategies into categories based on the degree of intrusion. Which rest on tacit understandings? Which contribute to routine patrolling? Which demand really assertive activity?

Extension

Having expanded and analysed your strategic repertoire for managing behaviour, it is good to try it out. Acting mindfully, look for opportunities to experiment! In the light of your experience, refine your repertoire.

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 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 record incidents of ongoing 'problem' 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