Actively manage classroom behaviours
Suggestion for implementing the strategy ‘Collaboratively develop a safe and caring culture and climate’
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Respect the student
Respect the student
- Demonstrate a supportive approach: “I’m here to help.”
- Be flexible in your responses: adapt what you’re doing to the demands of the situation.
- Be reasonable: a reasonable action, request or expectation deserves a reasonable response.
- Promote and accept compromise or negotiated solutions, while maintaining your authority.
- Take the student seriously and address issues quickly.
- Address private or sensitive issues in private.
- Avoid the use of inappropriate humour such as sarcasm or mocking.
Check-in, check-out approach
Check-in, check-out approach
Closed Captions
Maintain a learning focussed climate
Maintain a learning focussed climate
Actively support students to manage their behaviour for learning.
Use your up-to-date knowledge of students’ wellbeing to give context to your observations.
- Prompt expected behaviours and then acknowledge students.
- Recognise, remove, or minimise things that can cause distress.
- Give reminders about self-management strategies, such as taking a break.
- Reduce identified behaviours by distracting the student or re-engaging them in another activity.
- Provide a choice of activity and allow take-up time.
- Learn to recognise signs that a student’s behaviour is escalating and use verbal messages/cues and alternative calming activities to help calm them.
- Ignore minor examples of poor behaviour, especially if the student is following instructions.
- Stand in close proximity to the student as a way of moderating off-task activities.
- In the playground, wear a lanyard with “restorative chat” prompts and questions outlined, the aim being to reflect, repair, and reconnect (ERO, 2016).
Useful approaches and activities
Useful approaches and activities
Always consider the needs and sensitivities of all your students before including any activity.
Adapt as needed.
Self-assessment
Self-assessment
Are these strategies emerging, partly in place, or established in your practice?
Illustrate your response with examples from your own teaching.
- Students receive positive attention that shows that they are noticed and valued.
- Students are reminded about expected behaviours.
- The instructional pace is appropriate for the needs of all my students.
- I check frequently for understanding.
- Students know how to seek help.
- I use a variety of response strategies for minor problem behaviour (for example, prompting, redirecting, reteaching, conversing with students, and providing choice).
- I know and use our school’s agreed responses if behaviour escalates.
Source: Ministry of Education | Te Tāhuhu o te Mātauranga (opens in a new tab/window)
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How to use this site
Guide to Index of the guide: Behaviour and learning
Understand:
- Understanding behaviour
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Understanding how to respond to problem behaviourShow suggestions for Understanding how to respond to problem behaviour
Strategies for action:
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Foster positive relationships and partnershipsShow suggestions for Foster positive relationships and partnerships
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Collaboratively develop a safe and caring culture and climateShow suggestions for Collaboratively develop a safe and caring culture and climate
- Define the classroom culture
- Agree behavioural expectations
- Support authentic student decision making
- Design the physical environment
- Provide useful structure
- Actively manage classroom behaviours
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Supporting language and communication skillsShow suggestions for Supporting language and communication skills
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Support emotional wellbeing and positive mental healthShow suggestions for Support emotional wellbeing and positive mental health
- Anticipate, monitor, and plan for responding to child stress
- Strengthen student identity
- Teach stress management, anxiety and coping skills
- Offer relaxation options and downtime activities
- Teach how to recognise emotions and options for expressing feelings
- Providing support following traumatic experiences
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Enable access and participation in learningShow suggestions for Enable access and participation in learning
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Respond safely to challenging situationsShow suggestions for Respond safely to challenging situations
