Behaviour in the Classroom

1. Establish Clear Expectations (Setting the Foundation)

Purpose: Define a consistent behavioural framework that students can understand and follow.

Evidence:

  • Clarity and consistency: Research shows that clearly communicated rules and expectations reduce misbehaviour and create a sense of fairness in the classroom (Marzano & Marzano, 2003).

  • Predictability and security: Neuroscience suggests that predictable environments reduce anxiety and promote better self-regulation in students (Willis, 2007).

Example:

Introduce a simple set of expectations on the first day (e.g., “At SkillED Innovation, we respect others, stay safe, and strive for success”), and regularly revisit these through visual reminders and discussions.

2. Model Desired Behaviours (Leading by Example)

Purpose: Demonstrate the behaviours you expect to see from students.

Evidence:

  • Social learning theory: Students often imitate the behaviours they observe in adults, especially those they respect (Bandura, 1977).

  • Emotional contagion: Positive attitudes and actions by educators can influence the classroom atmosphere and student behaviour (Hattie & Zierer, 2018).

Example:

Model respectful communication by actively listening to students and addressing conflicts calmly. For instance, say, “I hear what you're saying, and here’s how we can resolve this together.”

3. Build Relationships (Fostering Trust and Respect)

Purpose: Create a positive rapport with students to prevent behavioural issues and increase engagement.

Evidence:

  • Relational classroom management: Positive teacher-student relationships are associated with lower levels of disruptive behaviour and improved academic outcomes (Pianta, Hamre, & Allen, 2012).

  • Attachment theory: Feeling secure and valued by educators promotes pro-social behaviour in students (Bowlby, 1969).

Example:

Spend time learning about your students’ interests and strengths. Acknowledge positive behaviours with specific praise like, “I appreciate how you helped your classmate today.”

4. Use Proactive Strategies (Preventative Approaches)

Purpose: Anticipate and address potential behavioural issues before they arise.

Evidence:

  • Proactive classroom management: Strategies like structured routines and engaging lesson plans significantly reduce disruptive behaviours (Emmer & Evertson, 2016).

  • Engagement theory: Students who are actively engaged in learning are less likely to exhibit misbehaviour (Fredricks et al., 2004).

Example:

Incorporate movement breaks, hands-on activities, and clear transitions to maintain student focus and minimise downtime.

5. Implement Positive Reinforcement (Encouraging Good Behaviour)

Purpose: Encourage desired behaviours through rewards and recognition.

Evidence:

  • Operant conditioning: Positive reinforcement strengthens the likelihood of repeating desired behaviours (Skinner, 1953).

  • Self-determination theory: Recognising efforts fosters intrinsic motivation by fulfilling students’ needs for competence and relatedness (Deci & Ryan, 1985).

Example:

Use a reward system like verbal praise, certificates, or points to recognise behaviours aligned with your core value of RESPECT (e.g., “You showed great respect by listening attentively during group work”).

6. Address Misbehaviour Constructively (Promoting Growth)

Purpose: Turn behavioural issues into learning opportunities.

Evidence:

  • Restorative practices: Focusing on repairing relationships rather than punitive measures improves long-term behaviour and accountability (Morrison & Vaandering, 2012).

  • Cognitive-behavioural techniques: Helping students reflect on their actions promotes self-awareness and better choices in the future (Meichenbaum, 1977).

Example:

When a student breaks a rule, facilitate a restorative conversation: “How do you think your behaviour affected others? What could you do differently next time?”

7. Foster Self-Regulation (Building Independence)

Purpose: Help students develop the skills to manage their own behaviours.

Evidence:

  • Executive function: Teaching self-regulation strategies improves focus, emotional control, and decision-making (Diamond, 2013).

  • Metacognition: Encouraging students to reflect on their behaviour enhances their ability to self-monitor and self-correct (Schraw et al., 2006).

Example:

Teach students techniques like deep breathing for emotional regulation or using checklists to stay on task. Offer prompts such as, “What’s a respectful way to solve this problem?”

8. Promote a Respectful Classroom Culture (Your Golden Rule)

Purpose: Create an environment where respect is the foundation of all interactions.

Evidence:

  • Inclusive environments: Classrooms built on mutual respect and inclusion see fewer behavioural issues and stronger engagement (Gay, 2018).

  • Positive peer influence: A culture of respect encourages students to hold each other accountable in a constructive way (Brown & Campione, 1996).

Example:

Embed respect into daily routines by celebrating acts of kindness, creating collaborative group norms, and addressing disrespect immediately with calm but firm reminders.

References:

  • Bandura, A. (1977). Social Learning Theory. Prentice Hall.

  • Bowlby, J. (1969). Attachment and Loss: Volume 1. Basic Books.

  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. Springer.

  • Diamond, A. (2013). "Executive Functions." Annual Review of Psychology, 64, 135–168.

  • Marzano, R. J., & Marzano, J. S. (2003). "The Key to Classroom Management." Educational Leadership, 61(1), 6–13.

  • Morrison, B. E., & Vaandering, D. (2012). "Restorative Justice: Pedagogy, Praxis, and Discipline." Journal of School Violence, 11(2), 138–155.

  • Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher-Student Relationships and Engagement.

  • Skinner, B. F. (1953). Science and Human Behavior. Free Press.

  • Willis, J. (2007). Research-Based Strategies to Ignite Student Learning. ASCD.