Some principles of class management for students

Introduction

I am currently pursuing graduate studies in pedagogy, and am a primary school teacher. As part of my course, I learn many things that I would like to share with you through this post. Today, I am interested in the management of students with minor misbehavior of the type: disturbing class, making noise, chatting, being inattentive or other behavior of this type.

Effective management of class and student behaviors implies that 80% of the interventions used by the teacher are preventive in nature and that 20% of them are curative in nature. Preventive interventions may encourage students to adopt good behaviors. As for curative interventions, they are used to better manage one or more misconduct.   

There are two types of interventions to better manage misconduct:   

Indirect interventions (less intrusive) 

- Circulate in class and subtly approach the student who disturbs; 

- Small sign to indicate to modify the behavior; 

- Congratulate students who have the expected behavior located near the disturbing student. If the disturbing student changes his behavior for the better, congratulate him on the spot.   

Direct intervention 

- Repeat to the student the expected behavior; 

- Teach the student the expected behavior; 

- Give him a (false) choice, for exemple "You do the work starting with the number 1, or starting at the end"; 

- Give it a formative, logical and educational consequence (in connection with the situation); 

- Meet the student.   

[image credits:Pixabay] 

Using these few strategies by scaling interventions, varying approaches will reduce behavioral gaps within the classroom. The teacher will be able to provide better quality instruction to students without disciplinary interruption. This is the desirable learning context, a goal to achieve.

I hope that these few tracks will echo the pedagogues or parents of the Steemit community!

Looking forward,

Greenvago

References

Bissonnette, S. & Paquette-Côté K. (2014). Des interventions indirectes et directes à réaliser de façon graduée en classe pour gérer les écarts de conduite mineurs. EDU 6011A : Gestion des comportements : volet enseignement. Québec. Canada : TELUQ.    

Bissonnette, S. & Paquette-Côté K. (2014). Continuum d’appui visant à décourager la manifestation de comportements inappropriés.  EDU 6011A : Gestion des comportements : volet enseignement. Québec. Canada: TELUQ.