Behaviour Management Strategies for Supply Teaching Success · 2018-04-05 · Inside are some...

Behaviour Management Behaviour Management

Strategies Strategies

for for

Supply Teaching SuccessSupply Teaching Success

Kelly Quilter

https://app.designrr.io/www.facebook.com/teacherforadaycommunity

No part of this document can be copied without permission by Kelly

Quilter.

This ebook is dedicated to all the

troublesome children I've taught over

the years. Thanks for keeping me on

my toes. ;)

Copyright 2017. All rights reserved to Kelly Quilter at Teacher for a Day.

Dear fellow teachers,

Supply Teaching is a strange role. Every day is like

you are starting a new job. New school and new class. You have no idea

of the students' abilities, temperaments, home lives, behavioural issues,

allergies or many of the other facets that make up the individual. You

have no idea what you are going to teach each day, no chance to brush

up on content, grab resources or prep an engaging lesson. You don't

know the sta , where your duty is or even where the bathroom is. There

is no other job where you would have so many ever-changing variables

each day. Every day you teach there are SO many unknowns and still you

manage to teach to the best of your ability under difficult circumstances.

I have created this ebook to assist you with the di cult but unavoidable

task of behaviour management. Some days it will feel like that is all you do

as a Supply Teacher. Inside are some invaluable tips to help you feel more

confident and your days run smoothly.

I am no Behaviour Management guru; however, after lots of study,

professional development and personal experience I have compiled the

most important and relevant information related to our role.

Some days you will get it right, other days you will feel like a failure, but

you need to pull up your socks, dust yourself o and give it another go

tomorrow. We are an integral role in the education system and without us

Supply Teachers, the classroom teachers would be sick, tired and burnt

out.

All the best in your teaching endeavours.

May the sta be friendly, the teacher next door be helpful and your

classes all be angels. ;)

KELLY :)

Supply Teacher ScriptSupply Teacher Script

It can be so nerve-wracking stepping into the classroom, especially as a

Supply Teacher. I have developed a script to get you started. It will help

you establish rules and expectations and help you settle in within the rst

10 minutes. Remember to be excited and engaging in order to hook them

in from the start. The classroom is your stage and you are the main actor.

Teach them an attention grabber- refer to page below.

Good morning everyone. My name is Mr/Mrs/Miss ____________

and I will be your teacher today. I am not too sure why your

teacher is away but I will do my best to run things the way they

usually do. To do this I will need ALL of your help and

cooperation. Can you do that for me? Now there will be some

things we may do today that might be a little di erent from the

way your teacher does it. But that's OK, right?

Who has noticed that I have put some rules up on the board?

These are my "magic" rules and if we can all follow them then

we are going to have a magic day! But if we break them, there

will be consequences.

Go through your rules and expectations- go to pages below for ideas.

It's lucky for all of you I am in a great mood today. I had a

delicious breakfast, I got all the green lights on the way to work

and I heard that you are an awesome class. I have a feeling that

we are going to have a wonderful day.

Now I want you to copy me. This is going to be my signal today

when I want your attention.

When I say "Class, class," you say "Yes, yes!"

If I say "Classity, class, class," you say "Yesity, yes, yes!"

Let's try it!

Supply Teacher ScriptSupply Teacher Script

Make sure you do any other morning routine duties- collectMake sure you do any other morning routine duties- collect

homework, tuckshop, notes etc. then you can get your day underhomework, tuckshop, notes etc. then you can get your day under

way.way.

You do NOT have to follow this script at all, it is merely an idea for those

who aren't sure where to start as they walk in to the unknowns of Supply

Teaching. Feel free to change and adapt (or scrap) to your needs. :)

Now I would like to play a little game with you all today. Who

would like to play a game? It is called Teacher Vs Student. The

way it works is, if you are working quietly and are on task you

will get points. If you are not doing this, then I will get points.

Whoever has the most points by the end of the session, wins.

Who would like to hear what you win? If you win, we will stop

working 5-10minutes before break and play a game but if I win,

we have to keep working. You up to the challenge?

If there are some students continually breaking the Magic Rules

there will be consequences. You will get 2 reminders and for the

3rd reminder your name will go up on the board which means

you will need to spend time in class with me. Does anyone here

want to spend lunch time with me? I didn't think so. You do

however have a chance to earn your name o the board but I

urge you not to get to your 3rd chance as you don't want to see

me get cranky!

The rst thing we need to do today is mark the roll. (Do it this

way if you have time). When I call out your name I want you to

raise your hand and tell me something interesting about

yourself to help me learn your names better. I apologise now if I

don't remember your names straight away! (Call the roll) Now I

would like to tell you something interesting about me...

Classroom RulesClassroom Rules

The privilege of being a Supply Teacher is being able to start afresh

everyday so if something didn't work well, you can always try something

different tomorrow.

This example of classroom rules is simple and e ective. Write them on

the board to reference to throughout the day.

Miss O'Neill's Magic* RulesMiss O'Neill's Magic* Rules

Along with classroom rulesclassroom rules it is important to inform the class of your

expectationsexpectations such as noise level while working, of the consequencesconsequences if

rules are broken and of a rewardreward for doing the right thing.

Below I have included strategies for rewards and consequences. Don't be

afraid to add in a strategy throughout the day if you think you need extra

ammo. There is no perfect strategy and it is all trial and error.

1. Follow directions quickly.

2. Raise your hand for permission to speak.

3. Raise your hand for permission to leave your seat.

4. Make smart choices.

5. Keep Miss O'Neill happy! :)

Credit- Christopher Biffle- Whole Brain Teaching

http://wholebrainteaching.com/intermediate/five-classroom-rules/

*Credit- Tarun Stevenson, Calmer Classrooms PD.

*Tell them- "These rules are MAGIC because if the

class follows them we will have a MAGIC day!"

Behaviour Management StrategiesBehaviour Management Strategies

Combating a chaotic classroom: Ways toCombating a chaotic classroom: Ways to

avoid your day turning pear-shaped avoid your day turning pear-shaped

Whole ClassWhole Class

There are many di erent behaviour scenarios that might happenThere are many di erent behaviour scenarios that might happen

as a Supply, Casual, Relief or Substitute Teacher that will a ectas a Supply, Casual, Relief or Substitute Teacher that will a ect

t h e t h e whole class. whole class. Here are some scenarios and suggestions toHere are some scenarios and suggestions to

combat them. combat them.




When the teacher has given you the most boring lessonWhen the teacher has given you the most boring lesson

to teach (probably on purpose!)to teach (probably on purpose!)

Try your best to be enthusiastic about it, even if you aren't there is no way

the kids will be. You can also try using a small ball to get students to read

aloud or answer questions to try and engage them. But if a lesson is still

snore-worthy and you are losing the class fast, ditch it. Your main priority

is to keep control of a class, in order to continue teaching them.

When technology or lessons fail and you’re losing theWhen technology or lessons fail and you’re losing the

class's focus rapidlyclass's focus rapidly

When left too long between instructions for techno fails or missing

resources, the class will likely disengage. Play a quick, familiar game that

needs little instruction while you try to fix it, or to give you time to organise

your next plan of attack. Heads down, Thumbs up, Silent Ball or other self

managed games are good for moments like this.

When a computer/library/specialist lesson is cancelledWhen a computer/library/specialist lesson is cancelled

last minute and you need to quickly fill in that timelast minute and you need to quickly fill in that time

Be sure to come armed with time llers or engaging lessons that you can

turn to for those last-minute changes. Don’t try to get them to do anything

too di cult, especially if they are missing out on a lesson that they love,

as they will already be disgruntled that it was cancelled.




When the class is chatty, no matter what you do.When the class is chatty, no matter what you do.

If you are struggling to get the class to work quietly you can try using

whole class behaviour strategies. One suggestion is having a reward at

the end of the day to work towards, where they lose chances if the class

is too noisy or not on task. You can write up FREE TIMEFREE TIME or GAME TIMEGAME TIME

on the board and rub out a letter each time the class is too chatty. They

need one remaining letter to receive their reward time. You can adjust this

to be before every break if you think the class needs a more immediate

reward to stay on task.

Another e ective game is Teacher vs StudentTeacher vs Student where the teacher gets

points when the class is noisy or o task and the students get points for

working well. If the students win, they can have a game before break, if

the teacher wins they keep working. Ideally you want to have the

students ahead in points. Be sure to give out generously at the start of the

day.

Bounce Detention Bounce Detention is great for the older grades when there are just a

few continually chatty students in the class. The way it works is that

whenever a student talks when they aren't supposed to they get their

name on the board and have 1 minute in. The next person to talk takes

over the rst person and has 2 minutes in and so on. They catch on

quickly by the 5- minute mark and quickly remember to work quietly!

If nothing seems to keep them quiet, embrace it. Get them to THINK-THINK-

PAIR-SHAREPAIR-SHARE, Turn To Your PartnerTurn To Your Partner or have a Group DiscussionGroup Discussion on

the topic. If you can't beat them, join them!




When you can’t get control of the class.When you can’t get control of the class.

The key is to remain calm remain calm and appear confidentappear confident, even if you’re not. I’ve

had 8-year-olds that have brought me to tears (I told them that it was

allergies. I think they bought it.)

When you get a tough class, bribe the hell out of them. You are only there

for a day or so, so it’s not the end of the world if you haven’t completed all

tasks set, or crammed the day with curriculum. Do some fun games in

between lessons to motivate them. Give them a reward at the end of the

day to work towards or bring out the big guns and tempt them with a prize

bag. Hand out raffle tickets so everyone can have a chance to win.

Note-Note- Make a record for yourself and the teacher for any major incidents

that occur during the day but don't leave trivial issues behind for the

teacher to deal with.

You will get tough classes that will nearly break you. But

you can get up the next day and get the call for a fabulous

class that reminds you that teaching is worth it after all..


avoid your day turning pear-shapedavoid your day turning pear-shaped

IndividualsIndividuals

Repeat work will often depend on whether you can cope in theRepeat work will often depend on whether you can cope in the

classroom or not. Try your best to deal with situations in theclassroom or not. Try your best to deal with situations in the

classroom, only calling administration when needed.classroom, only calling administration when needed.

There are numerous reasons why individual students might misbehave or

be disengaged. As a Supply Teacher you may never know the reasons

why, or might not even notice some of the most troubled kids. And other

times, generally well-behaved kids might go bananas, tipping desks and

punching the whiteboard. Your day may be unpredictable, but you can

take some steps to make it run as smoothly as possible.




A student is rude, defiant and refusing to cooperate. A student is rude, defiant and refusing to cooperate.

Take a di cult student aside and speak to them one on one awayone on one away fromfrom

the class. the class. This way they cannot get the attention from peers that they

usually crave. Explain that you don’t want to embarrass them in front of

the class and ask them if they have any problems they would like to

discuss with you. Explain that you are unhappy with their behaviour and

suggest that they change it now or there will be further consequences.

If a student is saying "No" and refusing to cooperate be sure to deal with

the PRIMARY behaviour (not following instructions etc.) and not the

SECONDARY behaviour (eye rolling, back chatting, sighing etc.) Don't get

into a heated argument because he made a face or kicked a chair out of

frustration. Always go back to the PRIMARY behaviour you are trying to

deal with.

Allow take-up time once you have given an instruction. Give them time

and space to make the right decision. Tell them you will be back to check

shortly so they know you will be following it up.

If they are still defiant, make the consequences clear.

If they say that their teacher usually lets them do it, tell them you will

check with their teacher but in the meantime they need to do what you

have asked them to do

.

Try to connect with these students in a positive way to earn

their trust and respect. They want to know "Does this teacher

care?"




A student leaves the classroom.A student leaves the classroom.

Try your best to coax the child back to the classroom. For some students

it is not unusual for them to walk out so before you trouble admin (and

appear incompetent) calmly ask them to return to the classroom before

you will have to call the O ce. If they are out of sight, call the O ce

immediately.

A student is visibly agitated, aggravated or angry.A student is visibly agitated, aggravated or angry.

Use calm, positive language to redirect students.

Instead of saying "Don't call out," try "There are a few students calling out.

You will need to put your hand up if you have a question."

Not only does this not threaten any particular student, but it also sets the

standard for the rest of the class.

If you can see a volcano about to erupt, get the volcano out of there!

Often you can read the troublesome student’s mood if they are about to

set o , so get in before it happens. Send that student with someone

responsible to another classroom for a job, even to the classroom next

door, with a note to borrow a stapler, a book or just to sign the note. Do

whatever you can to distract or diffuse any potential issues.

A student is being violent or unsafe in the classroom.A student is being violent or unsafe in the classroom.

Ensure the safety of youself and the students rst. If that means asking

the whole class to calmly leave the room, then so be it. Call the O ce or

Behaviour Teacher as soon as you can and try to get the student to move

away from harms way.




You have a distracted student that insists on going onYou have a distracted student that insists on going on

the computer, sitting on a cushion or dgeting withthe computer, sitting on a cushion or dgeting with

something.something.

Find out from a responsible student if this is the norm. If so, then don’t

ght it. If the classroom teacher is okay with it, then you can be too. Plus,

often students may have special needs or circumstances that you aren't

aware of so it is okay to let some things slide to keep the peace.

If their behaviour is reportedly out of character, encourage them to be on

task and use your judgement on whether the behaviour is disruptive to

others' learning and needs to be addressed or whether tactical ignoring

might be best.

If you need to stop the distracting behaviour try these steps-If you need to stop the distracting behaviour try these steps-

1. Talking to them. Ask their name, how their task is going etc.

2. Give them a direction of what to do with the object etc. "You need to put

it in your bag or onto the teacher's desk."

3. Give take-up time for them to make the right choice. Say "See you

later," so they know you will return.

4. Don't buy into arguments. If they say "The teacher lets me!" say "I will

check with somebody about that, but for now you need to put it away."

5. Give more take-up time if needed.

Remember not to feed into secondary behaviour of eye

rolls or talking back. Keep a sense of calmness at all times.

Tactical IgnoringTactical Ignoring

When to use Tactical Ignoring.When to use Tactical Ignoring.

It is important to remember the handy technique of Tactical Ignoring. This

is not letting students get away with everything, but rather choosing what

behaviour actually needs to be addressed in order to keep control of the

class and students. Tactical ignoring focuses on dealing with the

PRIMARY behaviour at hand and ignoring SECONDARY behaviours.

Behaviour like talking while the teacher is talking, disrupting other

students' learning or acting rudely or aggressively towards others is a

PRIMARY behaviour that must be dealt with. Deal with the smaller

behaviours straight away so they don't become bigger behaviours.

There is an abundance of strategies out there that may or may not apply

in the Supply Teaching role.

SECONDARY behaviour such as eye rolling, sighing, folding arms, sulking

etc. are behaviours that are to be tactically ignored when dealing with a

PRIMARY issue such as hands up to talk, directing them back on task etc.

Don't react if they are giving you attitude with an eye roll or sulking as

your focus is the first behavioural redirection.

Even kicking furniture and back chatting can be tactically ignored if you

are dealing with a much bigger issue of de ance from a di cult student

like refusing to sit at their desk, acting hostile and de ant or putting others

at risk. Come back to the PRIMARY behaviour issue and deal with that

while ignoring the rest that is just a result of your altercation. But make

sure students are safe at all times and that the student is clearly aware of

the consequences of their behaviour.

Practical Behaviour TechniquesPractical Behaviour Techniques

I have included Verbal and Non-verbal strategies to help your lessons run

seamlessly and hopefully avoid any major behaviour incidents.

Positive ReinforcementPositive Reinforcement

This should be the most used tool in your kit. Give it away generously.

You'll be amazed at how quickly the class will sit up tall, pay attention and

work hard if they know they will get acknowledged for it.

Make comments like, "I love the way you put your hand up and waited

patiently to answer," "Thanks for sitting there ready to learn," and "I love

how you put your hand up to go get a tissue."

Parallel AcknowledgementParallel Acknowledgement

Parallel Praise can work well to redirect other students. For instance, you

can praise a student who is doing the right thing that is sitting near the

student that is o task or being disruptive. When you see that they have

corrected their behaviour be sure to then praise them.

Positive LanguagePositive Language

Use a calm tone and redirect students rather than correcting them.

Negative corrections are much more likely to make the student defensive

which is the last thing you want as a new teacher in the room

Ditch the "don'ts" and "shoudn'ts" and address the whole class as opposed

to one student. Instead of "Don't _____" try " A number of students are

______, you need to be _______."

It is important to give out 4 times the amount of positive praise toIt is important to give out 4 times the amount of positive praise to

correctional or negative instruction.correctional or negative instruction.

Practical Behaviour TechniquesPractical Behaviour Techniques

Non-verbal PraiseNon-verbal Praise

Thumbs up, a wink, a nod, a stamp, a sticker or a post-it note of praise

silently placed on their desk are all e ective techniques to encourage

good behaviour. This can be especially e ective for the older students

when it is not seen as "cool" to be praised by the teacher.

Walk ByWalk By

It is important to occupy the room and let students know your presence.

Get in close proximity to those o task. You may only need to stand there

or do a gentle tap on their paper as a reminder that you are aware they

aren't working. Moving towards misbehaviour can help deescalate the

behaviour.

The LookThe Look

We are all aware of "The Look." We have probably received it when we

were a student or seen other teachers shoot their "teacher" glance at a

student. This can be an e ective technique to use especially while you

are in the middle of teaching.

ExpectationsExpectations

When it comes to correcting a student's behaviour you must make sure

your expectations have been explicitly explained and they understand the

clear consequences if they are broken.

Never assume students know your expectations. You are new to their

class and this can cause nervousness and anxiety in some children,

especially if they don't deal well with change or have had unpleasant

experiences with other Supply Teachers. This means you need to

establish from the start of the day EXACTLY what they can expect from

you.

Kids will always push your boundaries so if your tolerance is whispering

voices then your expectations should be silence. Lay out your rules,

expectations and consequences at the start of the day. But be sure to

entice them with opportunities for fun otherwise you will be known as the

cruel rule master and you will unlikely get those behavioural kids on board

with that approach.

It is known that children, particularly boys, learn best from teachers they

like and respect. We often don't have rapport with students in our role so

we need to take a rm but fair approach. Students are okay with rules and

boundaries but they don't deal well if they feel they have been treated

unfairly.

Consequences Consequences

When it comes to consequences you should use them after you have

tried all the verbal and non-verbal cues and strategies.

Be sure to clearly explain the consequences BEFORE anything goes

wrong. A sequence of consequences is recommended. It is in children's

nature to push the limits, especially when they have someone new in the

room so you need to give them warnings before they reach a nal

consequence.

Some ideas when introducing consequences-

- You can follow the class rules if that is easiest or introduce your own

variation.

- Three warnings is the standard for most schools and teachers.

- You can put their name on the board so they can visibly see they are on

a warning.

- I usually give them a chance to work their name off the board.

- Staying in at lunch time (for a few minutes) is often a good consequence

if their name is still on the board.

- If you have duty, tell them they can walk or sit with you for part of it.

- Inform them that they will be reported to the O ce or Behaviour

Teacher if their behaviour continues/escalates.

Sequence of ConsequencesSequence of Consequences

A standard consequence sequence might look like this:

Reminder-Reminder- "This is your first reminder...not to talk, etc."

Redirect-Redirect- "I've spoken to you already, next step will be your name on

the board to spend lunchtime with me."

Consequence-Consequence-

"Your name is on the board to spend lunch with me. It is up to you to

work well to work your name off the board."

The standard consequence sequence is often enough to redirect the 80-

90% of compliant students.

Sometimes we need to handle the other 10-20% of more challenging

students di erently. It can be a case by case scenario and if you are

dealing with a hostile or de ant student you will need to use your teacher

judgement to try and deescalate any potential behaviour issues.

A consequence sequence of escalating behaviour might look like this:

Reminder- Reminder- "This is your first reminder...to sit in your seat etc."

Redirect-Redirect- "I've spoken to you already; you need to be on task or your

name will go on the board to spend lunch with me."

Move Away/Time out-Move Away/Time out- "This is your third warning. I'm going to need

you to move to that desk so you aren't interrupting others' learning."

Try and separate the student from distractions and aggravations.

Consequence-Consequence- Student will need to spend time in class with you

unless they have turned their behaviour around to get their name o the

board.

Behaviour Teacher-Behaviour Teacher- If behaviour is escalating call Administration or

the Behaviour Teacher.

Remember that there is no right or wrong and any

variations may work better for you.

Tips for the tough onesTips for the tough ones

90%+ of your class will be your usual, well-behaved children that will

respond well to normal behaviour management strategies. It is those

other 10% that might challenge you a little more. Here are some tips to

help deescalate and survive the day with a tough class.

Tactically ignoreTactically ignore attention-seeking behaviour while teaching, then

go and address the student one on one while the class is on task.

Sweat the small stuSweat the small stu by dealing with low-level behaviour with the

90%.

Don't use Open-Ended Questions.Don't use Open-Ended Questions. Closed Questions with Yes/No

and direct responses are preferable to avoid engaging in arguments.

Give succinct redirection. Give succinct redirection. Too long an explanation give too much

attention to their misbehaviour.

Label the behaviour, not the student.Label the behaviour, not the student. It is their behaviour that is

disappointing, not appropriate etc., not them as a person.

Use positive power wordsUse positive power words such as smart choices, in control, in

charge, the boss of, the leader of etc.

Try and catchcatch the misbehaving students being goodbeing good.

AcknowledgeAcknowledge when they are on task. Look for the positives positives where

ever you can. When students are getting plenty of positive attention

they will not seek negative attention.

Give them some responsibility and ownershipresponsibility and ownership of something to

encourage good behaviour. It could be keeping tally at their desk of

Teacher vs Student, or appoint them the special helper or the

allocated "Attention Grabber."

Give them space and allow for take-up timeGive them space and allow for take-up time for them to make

the right decision.

Get downGet down on their level.


Offer to helpOffer to help them as often behaviour arises from an inability to do a

task.

Don't engage in an argument.Don't engage in an argument.

Use a low, controlled tone.Use a low, controlled tone. Whisper in their ear. The louder they

get, the quieter you speak.

Try and not let emotionTry and not let emotion get in the way.

Avoid appearing threateningAvoid appearing threatening to them. Don't use intimidating body

language or get into a power struggle.

Don't shameDon't shame them or insult them as they will do anything to "save

face" in front of the class.

Establish a relationshipEstablish a relationship on mutual respect. Try and be relatable and

get to know them a little. They might care if they can see that YOU

care.

It is ok to appear submissiveIt is ok to appear submissive to gain trust from High Behaviour

students but remain firm in enforcing the behaviour you want.

Ensure everyone, including yourself is safesafe.

Ignore the secondary behaviour initiallyIgnore the secondary behaviour initially and address it later. The

primary behaviour is what you need to concentrate on.

Follow upFollow up once the situation has calmed down be sure to address

any issues and re-establish your relationship. Reiterate how their

behaviour affects others.

For escalating behaviour-For escalating behaviour-

Say the "class needs a break from this behaviour."

Send them to a timeout area or buddy class if you and they need time

and space to calm the situation.

Call the behaviour teacher or administration if you feel their behaviour

is unsafe or they are refusing to go to the directed area to calm down.

Take the class out if you feel they are in danger and the child is

refusing to leave or stop the threatening behaviour.


You may need to modify your expectations for these high behaviour

students. Remember in this temporary role you have created change and

possibly anxiety in some students so be willing to adapt in order to keep

the peace for one day.

Negotiate for the win. Pick your battles and prioritise what is most

important.

Your workload expectations might need to be reduced for some

students.

Some students may not do any work and just staying in the classroom

might be all you can achieve for the day.

Accept that some students just won't meet the expectations you have

set. That is OK.

These students often have a lot more going on in their short lives than

we could imagine. Try and remain patient and show compassion, no

matter how difficult it may feel at the time.

Put the responsibility back on them.

"This is my workplace, and I am entitled to be respected."

"I'm worried about your choice not to learn at the moment."

"Is it fair that you are interrupting your classmates opportunity to learn?"

Positive PraisePositive Praise

Sprinkle

POSITIVITY like it

is CONFETTI!

Do you lack confidence when teaching older students?Do you lack confidence when teaching older students?

These 7 tips will give you the reassurance you need

to conquer the older students.

Below are some helpful tips to help conquer those fears and be con dent

in the upper years.

Older students can seem scary, especially if you are used to teaching in

the lower years. They have got attitude and can sometimes try to take

advantage of your temporary role in the classroom. They are a little bit

harder to fool so you must be on your toes and prepared in order to keep

order of the class.


1. Be Prepared1. Be Prepared

If you aren’t prepared from the start you might lose them. The younger

students are a little easier to blu ; these big kids know that you’re fresh

meat so they will be armed and ready to push you. Being prepared is your

best defence. Have engaging activities ready in case the teacher leaves

no work for you.

2. Rewards2. Rewards

Don't be afraid to pull out whatever rewards you have. You'd be surprised

how much older students still love stickers, particularly novelty ones,

even if they might pretend to be too cool for them.

Games work the best. Have some quiet indoor games you can do after

they nish their work and perhaps have an outdoor game as an enticer for

the end of the day.

3. Behaviour Strategies3. Behaviour Strategies

Decide on a strategy early on and explain it to the class. Don’t be afraid to

introduce others as you learn a little more about the class. If they are a

chatty class, use a whole class strategy. If it is just individual students

misbehaving, tailor their consequences accordingly.

4. Engage Them4. Engage Them

Use a foam ball or a hacky sack to engage students in lessons. If a

student is holding a ball they can read out aloud or answer a question. It’s

amazing how quick they are to focus for the chance to hold a small ball!


5. Real life5. Real life

Use your life experiences and theirs as examples relevant to their

learning. This helps everyone to get to know each other better as well as

making learning more relevant and relatable. It also helps break down

some barriers if they can learn a little about you and makes you seem

more human to the students.

6. Silence is golden6. Silence is golden

Wait, wait and wait some more. Wait until you can’t wait anymore. Do not,

I repeat, do not, try to teach over a noisy class. It is crucial to your

teaching and their learning that they are all quiet while you are giving

instructions. Don’t yell and rant and rave to get their attention. Wait at the

front with your arms folded and they will soon get the hint and start

whispering to each other “Shh. She’s waiting.” “Quiet guys.” Once you hear

silence, that is your cue to thank them for their attention but inform them

that it should not take that long to be quiet. If it happens again there will

be ____________ consequence.

7. Take Control 7. Take Control

That being said, sometimes the noise can be a little too much and

teachers next door might just think you don’t have control and intervene.

You don’t want to come o as incompetent, so if they aren’t catching on

quickly enough use another strategy such as writing a message on the

board, or writing up ‘Time in’ along with minutes adding up the longer it

takes them to settle. But still try not yell and let them see you lose your

cool. It will give them more power and motivation to push you more.

Are you nervous about teaching younger students?Are you nervous about teaching younger students?

These 7 tips will give you the con dence to engageThese 7 tips will give you the con dence to engage

students from Kindergarten to Grade 3students from Kindergarten to Grade 3

Younger students can be tricky if you are used to the more independent

older students. They are needy, take a long time to do simple tasks and

have a short attention span. On the plus side they are generally eager to

please so with the tips below you should have them eating out of your

hands in no time!


1. Pretend like you’re on 1. Pretend like you’re on Sesame StreetSesame Street

Be enthusiastic, about EVERYTHING. Be childish, be silly, be fun, but

be serious when you need to be. The perk of Supply is that you can come

in and have a little fun for the day without the responsibilities the

classroom teacher has. So enjoy the children but be rm with your

expectations and follow through so they know you mean business.

2. Make things a competition2. Make things a competition

“I bet our class can be the quietest class walking out to lunch.” “Who here

can sit the straightest on the carpet?” “I want to see how quietly the boys

can go back to their seats. Now girls, can you beat them?”

3. Model everything3. Model everything

Be VERY explicit in your explanations. Show them on the board exactly

how to set it out. Give them examples of ideas or answers you are looking

for. If it is still too di cult for some, write it up on the board or on their

page for them to copy.

4. Give lots of praise4. Give lots of praise

“Oh I love the way you are sitting, Van.” “I can see Neve is trying very hard

with her story writing.” “Impeccable handwriting young Luke; your writing

is neater than mine!” Even when you think you’ve given the students

enough praise, give out a little more.

5. Reward them5. Reward them

Give out stickers or stamps and you will have them eating out of your

hand. You can use games as rewards for their hard work. This will

motivate them to work harder to get the chance to play the game again.


6. Read6. Read

They love listening to stories so bring in an engaging picture book or two.

Picture books are perfect for Literacy and Art activities, lling in time,

engaging in discussions or just for enjoyment. Don’t leave the house

without one!

7. Be remembered7. Be remembered

Tell them if they do fantastic work then you will do something special for

them at the end such as a cartwheel, handstand, push-ups or any other

fun skill you have. They will do anything to see you being silly and you will

always be fondly remembered.

Credit to the GurusCredit to the Gurus

I am not a professional Behaviour Management expert or guru. I am just

your average teacher who has taught in good and bad schools and

kindergartens for over 12 years.

In writing this book I took ideas and concepts I learnt from the experts in

the eld- Bill Rogers, Chris Bi e, Jo LangeBill Rogers, Chris Bi e, Jo Lange and TarunTarun

Stevenson-Stevenson- and adapted them to be included alongside my own ideas

and experiences that I know work well as a Supply, Relief or Substitute

teacher.

I urge you to look up some of their stu and if you get a chance to go to a

PD they are holding, do it! Behaviour Management PDs can be so

empowering, especially for new teachers as this is the area we often

struggle in.

Bill RogersBill Rogers- http://www.billrogers.com.au/

Also check out his videos on Youtube.

Chris BiffleChris Biffle- http://wholebrainteaching.com/

Jo LangeJo Lange- http://www.jolange.com.au/

Tarun StevensonTarun Stevenson- https://www.facebook.com/TarunStevenson/

Calmer Classrooms PD

About me...About me...

There have been rave reviews about the book since its launch earlier in

the year that you can read here or you can see sample pages of the

Primary Edition here or High School Edition here.

Be sure to FOLLOW me on Facebook and Instagram to see lots of tips

and articles AND if you Subscribe to my site you will get rst access to all

my free resources and giveaways. You can also read more about me here

and nd lots of informative blogs and resources on my website

www.teacherforaday.com.

Thanks so much for joining me and I hope this ebook helps give you more

confidence in the classroom.

All the best with your teaching journey.

KELLY :)

I am a Supply Teacher, mother of two young children and an

author of the popular Supply Resources- Teacher for a Day . I

created these books to help Supply, Relief, Substitute and

Casual Teachers feel more con dent as they step into the

unknowns of Supply Teaching. It can be a tough gig and I

remember so well the anxiety I use to have when the phone

would ring in the morning. What school? What grade? Will they

be a nightmare?

Unlike all the other resources out there, I develop all my resources to

need NO photocopying and little to no resources as these are hard to

access as a casual sta member. They comprise of everything you need

from Behaviour Management, Employment Tips, Daily Plan examples, Tax

and Professional Development record sheets, a Diary and Organiser,

Website and Resource suggestions, While You Were Out template, plus

I've hand- picked the most engaging, fun and practical activities to keep

students for ALL grades happy and learning.

http://teacherforaday.com/shop/

http://teacherforaday.com/testimonials/

http://teacherforaday.com/wp-content/uploads/2017/06/Primary-School.pdf

http://teacherforaday.com/wp-content/uploads/2017/06/High-School-Education.pdf

https://app.designrr.io/www.facebook.com/teacherforaday

https://app.designrr.io/www.instagram.com/teacherforaday

http://teacherforaday.com/

http://teacherforaday.com/about/

http://teacherforaday.com/

Behaviour Management Strategies for Supply Teaching Success · 2018-04-05 · Inside are some...

Documents

Transcript of Behaviour Management Strategies for Supply Teaching Success · 2018-04-05 · Inside are some...