Preventative, Supportive, and Maintenance Strategies for Behaviour Management

Phase	Model/ theorist	Implementation	Timing of implementation
Preventative behaviour management	Classroom set-up Dreikurs	- Have enough chairs, tables, and space for all students and their possessions (make sure there is not an excessive amount of chairs, so students aren’t sitting alone) - Arrange desks to accommodate a maximum of four students per table - Face all seats in a U-shape towards the board/ front of classroom so students don’t need to turn to read the board etc. - Spread tables out (to avoid congestion, and allow more room for individual art making) - students can sit wherever they like (their choice may show me something about each individual- whether they prefer to be social or go unnoticed) - Lay out materials needed in an accessible place	Before the first class of the year/semester and during the first class
	Routine Dreikurs	Start of lesson - Bags to be left in locker or locked in a secure room out of the way - Students are instructed to put their mobiles into the phone box on the teacher’s desk as they file into the classroom - Students take a seat - Students given an outline of topic through direct instruction (Rogers) - Lesson aims and tasks-to-complete for the day are outlined by teacher while students are silent and listening - Opened for questions/discussion once teacher is finished (ongoing direct instruction format throughout the year) - Indicate location of materials (location will stay the same throughout year) During lesson - Tell students they can talk during the lesson but to be mindful of others and they will be corrected if it gets too loud - 5-minute break in double lessons as a reward for good behaviour - During toilet breaks or errands students will need a permission slip and to write their name and the time they leave on the whiteboard End of lesson - Silent direct instruction time in which pack up instructions are outlined (clean benches, work in drawer, stand quietly behind chairs when they are ready to be dismissed) - Remind students to collect their work straight away in the next lesson from the same drawer - Check cleanliness of areas, dismiss students when everything is clean and neat	During the first class of the year/ semester and every lesson throughout the year
	Rules skinner Rogers	- No bags in classroom - No talking during direct instruction - Do not leave the classroom without written permission - No phones: discuss this with students, explain it is necessary to avoid distraction and bullying. Ensure them that I will also not have my phone during class (shared rights/responsibilities) - Reasonable noise level, explain to students that this ensures equal rights for students to learn	Introduce throughout week one to three, enforce for the whole semester/ year
Supportive strategies	Skinner Rogers Dreikurs Freiburg	- Keep persona, responses, and instructions polite and positive to create a positive environment - Encourage students to take responsibility for their actions - Create a respectful relationship with each student - Model the type of behaviour you expect from the students (e.g.- no phone) - Develop and maintain a caring environment by supporting students in the creation of art and their individual way of learning	Throughout the semester/ year
Corrective strategies	Rogers Skinner Connors Dreikurs Connor	During class - Non-verbal cueing to correct minor misbehaviour such as loud talking - Behavioural direction/ rule reminder: general class reminder. Not singling a student out- E.g. “There should not be any noise while I am talking” - Deferred consequences: giving the student a choice to correct their behaviour or be disciplined - Environmental consequences for breaking non-negotiable rules e.g. relocate student for violent or unsafe behaviour After class - Tracing behaviour back to source - Locate source of misbehaviour then react accordingly- show understanding, reminder of expectations, focus on their current behaviour (not their past behaviour) - Give them a choice of action, build trust by discussing personal issue and possibly finding a solution - Build on positive aspects of student, avoid negative comments - Avoid discussion when teacher or student is emotionally charged - Refer students to counsellor if needed/collaborate with parents	Week one and onward- increase expectation once a positive relationship is established
Maintenance strategies	Dreikurs Connor Rogers Freiberg	- Maintain routines to ensure a reliable environment - Create a rapport with students to encourage trust and a positive relationship, e.g. learn names, backgrounds, ask students questions about their weekend etc. - Constantly set a behavioural example for students to follow - Consistently give students a chance to talk with you about issues that may affect their learning - Always listen to student’s problems and provide support where possible - Maintain contact with colleagues and parents/carers in relation to students learning or personal issues that affect it - Constantly bring up/emphasise each students right to learn - Remind students that they have a choice and a responsibility to behave correctly - Through relationships, help students to develop self-discipline and a sense of accountability	Throughout the semester/ year