While behavior problems should be addressed without delay, the classroom may not always be the best environment. Some experts explain how taking the time to connect with these pupils outside the teaching and learning environment can help to improve your relationships.

 

Although the overall organization of the average school – involving timetables, movement around the building and a general pressure on time – can make it difficult to have extra with pupils, it is worth considering the benefits of spending time with them away from the classroom.

 

The classroom is invariably where problems begin or develop. Many of these problems are dealt with quite effectively when they arise; however, the teaching and learning environment has its own difficulties and pressures. These included:

 

1. vteachers being under the scrutiny of class members, all of whom are keen to see how will respond to challenging behavior.

 

1. vpupils being surrounded by their peers, who in turn may encourage the difficult behavior or may be emotionally affected.

 

1. vthe fact that time spent in the classroom is precious. You have a curriculum to deliver and have little time to interrupt the learning process in order to deal with behavior problems.

 

1. vthe fact that things said or done under such pressure may not be carried through, and may therefore be simply seen as threats.

 

Bearing in mind these pressures, it is little wonder that positive relationships either break down

or never get the chance to develop. In many respects this can be changed by good time management and choosing the best moments to intervene. This does not necessarily mean the formal meeting at break time or the end of the lesson, which will generally be viewed as an “in trouble style meeting”. There are many varying opportunities to engage positively with challenging pupils over and above the in-class times. A quiet word of encouragement or a reminder of your expectations – or even a conversation totally unrelated to behavior problems – can have a very effective impact on managing difficulties during class time.

           

            This is in no way an attempt to advocate ignoring behavior problems in the classroom as they are happening, but is an effective strategy for improving relationships and overall behavior in a proactive and non-threatening manner. It’s an addition to your already existing techniques, and one that you must take the lead in if is to be successful.

 

The overall aim in effective behavior management is to have a smooth-running teaching and learning environment in which you can teach and the pupils have uninterrupted opportunities to learn. As in all aspects of teaching, good preparation is vital if this aim is to be achieved. Just as we work hard to produce clear and relevant lessons plans, it is equally important to have clear and effective means of managing. This is where the concept of a proactive style of management comes into its own. Pupils whose only contact with you begins at the classroom door and ends when the bell rings will find it difficult to form appropriate relationships, and can often feel disengaged from both you and the subject matter. It is unlikely that those pupils will take the lead in trying to find other opportunities to develop this engagement; it is therefore down to the adult to manage the situation proactively.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

By: Edelwina C. Abrera | Teacher I | Ipag Elementary School | Mariveles, Bataan