Q: I have the same issue as the nqt in year 5 'strawberries'. I am an NQT, I teach in yr. 2 and my class is extremely demanding, they are a VERY tough class, even more experienced teachers say this.
There is a child with definite behaviour problems (his previous teacher thinks he may be autistic due to some of the behaviour he shows sometimes - it's as if he needs a separate adult working with him otherwise he is everywhere). I've then got some extremely noisy children to instigate others and to top it up there are children who will not be quiet when I am talking. I have also tried various strategies both for individual children and the whole class but no luck.
These behaviour issues make going to work depressing and learning seems to shut down as a result of this and this isn't fair on the other children :(
Help would be very much appreciated. Thanks in advance.
A: First of all I need to tell you that I was rubbish at managing behaviour in my first year of teaching. We all were. I thought that I couldn't do it. They didn't seem to respond in the way I wanted and I was teaching them very little. This affected my view of the job, the children and my view of my own capabilities. What you are going through is normal. It is a right of passage that most teachers have had yet few will admit to.
I think that you need to refer the child who you believe has particular difficulties to the SENCO and see if his additional needs can be met. If you feel that he may have some behaviour related condition I would keep any thoughts on diagnosis private until he has been properly assessed.
Check how much time you are demanding the attention of the whole class. Too much teacher talk time' is the primary driver for low-level disruption. Consider giving instructions to small groups rather than to everyone at once. Have activities that children can self start. After a few weeks of reinforcing the ‘one voice' rule in small groups the children will know you better and understand that when you speak they listen.
When you want to get the attention of the class use a countdown that is embellished with positive reinforcement, ‘5, great Altaf you are the first to follow instructions, 4 thank you this table, 3 and if you could come back to your seat Darren etc...' Children who choose to continue their conversations receive a proportionate and immediate consequence.
You might also try a class rewards system where appropriate behaviour is rewarded with a tally, 30 tallies by the end of the day and we can listen to that story we love/watch the exploding science experiment/ etc. Encourage collective responsibility for appropriate behaviour and individual responsibility for poor behaviour.
I know that behaviour strategies often seem not to work straight away and it is tempting to try something and give it up as it doesn't have the immediate impact that you want. The truth is that to really test a strategy you need to give it at least 30 days to embed. Give the children time to change their habits and expectations. Give the strategy time to be challenged and tested. Be dogged, persistent and utterly determined. Teach the behaviours that you need by teaching new routines. Set your expectation high and try not to listen to the doubtful voices in the staff room and in your own head. If you think that this class is going to be trouble then it will undoubtedly come true. But if you change the way you look at the children, the children you look at may change.
