Case studies: Low level behaviours

Skye hinders the work of others on her table

Module 5

Classroom management



Use these Wave 2: Early Intervention strategies to encourage Skye to take responsibility for her own learning

  • Scan the class and reinforce the class expectation. eg.
    “Well done to all those who are working quietly.” Observe Skye’s reaction
  • Give Skye’s friendship group a reminder of completion times. eg. “You all need to finish this task in 15 minutes”
  • Give Skye a choice, if she continues to hinder the progress of others. eg.
    “You can always choose to move away and sit by yourself until you catch up or finish the task”
  • Use the Behaviour Recovery Board to record your Early Concerns, as a reminder

If the behaviour continues

  • Add name to Increasing Concerns section if Skye does not respond
  • Give Skye a reminder to re-focus her attention. eg.
    “Skye you need to finish this work, otherwise you are choosing a consequence. “Skye you need to concentrate on your work”
    “Other children cannot complete their work if you are talking too much”

If Skye does not co-operate

  • Move In and Move Skye Away from group to work by herself. Use the Quiet Zone, close to the classroom door

If Skye ignores you at any time

  • Add name + 5 minutes to Timed Consequences section of the Behaviour Recovery
    Board
  • Use non-verbal communication to avoid an argument. eg. “Skye.” and point to the classroom rules
  • Give a work completion time, framed as a positive reminder eg. “Time is running out Skye! There is 5 minutes left. You can do this!”
    “If you choose to work quietly and let others work, you will not need a consequence”
  • Praise if compliant
  • Otherwise, add name and a second 5 minute consequence to the Timed
    Consequences section of BRB
  • Add a third 5 minute consequence eg.”Skye you are choosing not to co-operate”

Give Skye the opportunity to recover her behaviour

  • Otherwise apply 15 minute Break Time Detention, unless all tasks are finished to an acceptable standard
  • Inform your Form Tutor or Year Head at the earliest opportunity