Managing and Guiding Behaviour – Week 6 (Module 2: Establishing Relationships)

Challenging Behaviour & Context

• 40\% of teachers struggle with behaviour management.
• Low-level disruption (off-task talk, disengagement) can exhaust staff as much as dangerous acts.
• Added pressures: increasing IEPs, limited systemic support, testing/reporting mandates.

Why Students Misbehave (Top 10 Factors)

• Unmet basic needs (sleep, food).
• Attention seeking.
• Power assertion.
• Revenge / conflict cycle.
• Masking academic inadequacy.
• Immaturity / poor self-control.
• Home trauma / disconnection.
• Medical conditions.
• Curriculum mismatch (too easy/hard).
• Ineffective teaching (dyspedagogia).

Teacher Influence

• Classroom norms are set by how teachers respond.
• Proactive, predictive stance is more effective than reactive, punitive responses.

Effective vs. Ineffective Styles

• Ineffective: assumes constant obedience, reactive, punitive, emotional, highly visible.
• Effective: anticipates lapses, planned consequences, strategy-driven, emotionally neutral, "invisible" to learning flow.

Preventative Framework (Jacob Kounin)

1. With-it-ness – constant scanning; nip issues early.
2. Momentum – clear starts/finishes; brisk lesson pace.
3. Smoothness – seamless transitions; no nagging or repeat instructions.
4. Group Alerting – secure whole-class attention; clarify expectations.
5. Attentive & Active – vary methods/activities; align with interests & levels.
6. Overlapping – manage multiple events simultaneously.
7. Avoid Overexposure – limit time on one topic; maintain challenge & enjoyment.

• Use a class Social Contract to build shared responsibility.

Low Key Responses (LKRs) – Bennett & Smilanich

Purpose: quiet, brief, non-disruptive correction of minor misbehaviour.

General principles

• Response shorter than the interruption; low emotional load.
• Maintains positive climate; seldom stops lesson flow.

Relationship & Respect

• Winning over – build rapport.
• Address the behaviour, not the student; tackle colluding "allies" first.
• Polite language; model desired tone, punctuality, fairness.
• Come on back – offer way to re-enter learning after correction.

Operational Techniques

• Clear cues to start/stop; specify expected response.
• Minimal signals: name, look, gesture, pause.
• Plan orderly movement.
• With-it-ness scanning; use proximity as subtle deterrent.
• Private dialogue for dignity; planned ignore when strategic.

Positive Behaviour Tips

• Reinforce appropriate actions – "catch them being good".
• Teach self-management strategies.
• Use humour (never sarcasm).
• Stay calm; redirect behaviour.
• Do not assume students can self-correct without guidance.

Professional Standard Link

• AITSL Standard 4.3: Create & maintain supportive, safe learning environments by effectively managing challenging behaviour.