Information Bulletin Number 3





These are some things that you need to consider:


Build a positive relationship with all students.  This is particularly effective for those students likely to create problems in the future.


Model behaviour for students.


Relate to students (speech, attitude, tone of voice, body language) in a way which shows them the behaviour you would like them to display.


Acknowledge students who are doing the right thing. (or at least not doing the wrong thing!)  Issue two positive comments (publicly in primary school and privately in high school) to class members before you comment negatively to an individual. This will reverse the ratio of positive: negative normally observed in classrooms and improve the `tone' of the classroom.


Take the time to discuss your concerns with a student displaying inappropriate behaviour before it reaches crisis point (early intervention) In a non-threatening, matter-of-fact manner.


Listen to the student's concerns and acknowledge their point of view even if you don't agree with it.


Leave them somewhere to go. Don't paint them into a corner - you will get a hostile reaction.  Suggest a course of action which allows a student to retain some "face".


Deal with problems to the best of your ability and seek help when required. We solve most of our problems ourselves.


We tend to generate the best solutions for us.


Taking responsibility for solving the problem allows us to achieve a solution acceptable to us and increases our learning.


Consultation with colleagues can assist us in generating alternative solutions.


Prepare a behaviour plan for your class.  Lesson planning may be ineffective if you have not planned how to deal with non - compliance and the behaviour of students generally.


Be as organised as possible.


Get to class on time. Student bullying increases when supervision decreases. Angry, upset students don't concentrate on learning.


Further information is available from the Peel School Psychology Service