How Class Teachers Can Prevent Behaviour Problems in the Classroom (Part 1)
Every teacher and school administrator aims for a smooth learning environment where knowledge can be clearly delivered to students. However, the learning process is dynamic, not static—it involves human beings (teachers and students), each with unique personalities, backgrounds, and emotional experiences. These interactions naturally create an environment where emotions play a significant role (Wong & Wong, 2009).
Each student brings their own individuality, background, and emotional "baggage" into the classroom.
Some teachers seem naturally gifted in managing diverse personalities. They command attention and respect effortlessly. So, how do these teachers do it? What's their secret? And how can others learn to replicate their success?
Start with the “hypnosis” technique:
Like skilled facilitators, teachers can gain student attention by giving a series of simple instructions and waiting for full compliance before continuing. For example, instead of saying, "Stop talking, turn around, turn to page 237, take out a pencil, and head your paper with 'Geology Frame,'" a more effective approach is to say, "Point your eyes toward me," and wait. This method ensures full attention before moving on (Jones, 2007).
Rehearse transitions:
Most behavioral disruptions happen during transitions—before class starts or between activities. Establishing a routine like "Silent 30" (a signal for students to clear their desks and sit quietly within 30 seconds) can create structure. After consistently successful transitions, a class reward can reinforce the habit (Marzano & Marzano, 2003).
Stretch breaks:
Incorporate short stretch breaks or simple physical activities between lessons, particularly after long periods of sitting. These help students reset and refocus. Relaxation or visualization activities are useful after recess or lunch to help students calm down and re-engage (Jensen, 2005).
Prepare students in advance:
Discuss what will happen next and model expected behaviors. Role-playing is especially effective with younger students. Use signals (e.g., ringing a bell or clapping) to indicate transitions and help students prepare for changes. This method works across all grade levels (Wong & Wong, 2009).
Anticipate problems and be creative:
When you sense potential disruptions, preempt them with engaging or structured activities. One strategy adapted from another educator involved students lining up outside the classroom in an orderly fashion and answering either a fun or academic question before entering. This creative routine made entering the classroom smoother and more engaging (Jones, 2007).
Reward positive behavior:
At the end of challenging classes, consider using a simple reward system such as raffle tickets—one for academic effort and one for good behavior. Students drop their names into a jar, and winners are drawn at the end of the week for small prizes. This builds motivation and recognizes positive actions (Skinner, 1953; Marzano et al., 2003).
Never punish the entire class:
Even when most students are off-task, some are likely following directions. Group punishment can create resentment and lead to more behavioral issues. Instead, acknowledge those who are on-task and redirect others individually (Wong & Wong, 2009).
Change the tone:
When complaints or negativity arise, shift the classroom energy. Humor, a change in voice tone, or even a quick poem can interrupt negative patterns. These lighthearted interventions often reduce future complaints (Hamre & Pianta, 2001).
Appreciate the positive:
Start class by noticing and appreciating small positive details—whether it's a student's unique knowledge or something as simple as your coffee being warm. This mindset shift can positively affect your mood and classroom atmosphere (Marzano & Marzano, 2003).
Offer choices:
Giving students a sense of autonomy can reduce resistance. Let them choose between completing an assignment in class or at home, or between working in groups or independently. Choice fosters ownership and engagement (Tomlinson, 2014).
Regulate yourself first:
Students look to their teachers for emotional cues. During stressful times, it's vital for educators to manage their own emotions. Self-regulation doesn't mean hiding feelings, but rather understanding and managing them to model calm behavior for students (Brackett, 2019).
By using these strategies, teachers can create a calm, respectful, and productive classroom where students are more likely to stay focused and succeed.
Next Part Coming Soon:
In the next part, we’ll look at simple ways to use rewards and encouragement (reinforcement) to keep students motivated and well-behaved. It will include easy ideas and real examples that teachers can use every day.
References:
Brackett, M. (2019). Permission to Feel. Celadon Books.
Hamre, B. K., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children’s school outcomes. Child Development, 72(2), 625–638.
Jensen, E. (2005). Teaching with the Brain in Mind(2nd ed.). ASCD.
Jones, F. (2007). Tools for Teaching. Fredric H. Jones & Associates.
Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61(1), 6–13.
Skinner, B. F. (1953). Science and Human Behavior.Macmillan.
Tomlinson, C. A. (2014). The Differentiated Classroom* (2nd ed.). ASCD.
Wong, H. K., & Wong, R. T. (2009). The First Days of School: How to Be an Effective Teacher*. Harry K. Wong Publications.