Case studies: Low level behaviours

Shane is using distracting behaviours early in lesson

Module 5

Sharpening your skills



To limit Shane’s potential to disrupt the class consider the following

Build a routine into your lessons so that all the pupils, including Shane, know what to expect when they arrive to your classroom

  • Meet and Greet your class as they arrive
  • Meet and Greet Shane individually
  • Assess his mood and compliance.
  • Stand quietly at the door with him

State your expectations

  • “We all line up quietly outside the classroom. Thank you”
  • “You are calm. Well done. Quietly go and sit down”
  • Otherwise, delay Shane, at the doorway, and discuss how he is feeling today
  • Assess his reaction and use the Quiet Zone, if necessary, as the class settles
  • Display your classroom rules near to doorway and teach to them. Remind Shane on arrival
  • Next lesson insist on a 1 minute calm down period, whilst the group settles
  • In successive lessons apply a 2 minute, then a 3 minute calm down period

Alter seating plan arrangements for next lesson, if there are further concerns

  • Set out the conditions for rejoining the group eg.
    “Work quietly for ten minutes and I will consider whether you can join your group”
  • Emphasise the classroom rule that is relevant eg. “We all behave sensibly in class”
  • Make contact with Shane and explain that he is disturbing others eg. “We all have a right to work in a quiet classroom”
  • Quote a positive classroom rule eg. “We need to work quietly and respect others in class”
  • Use the Strap Line “Care, courtesy and consideration for others is important”

Remember that

  • Other pupils will be watching, listening and analysing your classroom management strategies
  • Pupils are learning to behave in your room by observing the actions you take with Shane