We really are thinking about simple strategies, here.

Simple, yet effective.

So simple, they’re often overlooked.

Or teachers say: ‘Yeah, of course I know that. But what else?’

Well, I would suggest that these three strategies are so simple and so effective, that if you use them consistently, they’ll cover off a huge chunk of any behaviour management you need to do.

Because they all deal with fundamental human needs.

The need for status.

The need for relatedness.

And the need for certainty.

You see, when we’re thinking about behaviour management, we’re really thinking about human nature.

About what makes us, us.

About what, ultimately, causes children to behave in ways we want, or in ways we don’t want.

And status, relatedness and certainty are crucial.

(See also autonomy and fairness, with the five things together forming the SCARF model, proposed by the psychologist, David Rock.)

Positivity and Enthusiasm

Nearly all of us prefer positivity to negativity.

Enthusiasm is infectious.

If we radiate positivity and enthusiasm every time we step into the classroom, then we’ll go a long way towards building rapport with our learners.

Positivity brings a sense of purpose.

If we operate from a positive mindset then we are suggesting that being in the classroom is good in and of itself.

This contrasts to the mindset of negativity.

That works from the premise that the classroom does not represent something good, but something to be critiqued.

I am not suggesting a Panglossian approach.

I’m not saying we should ignore all evidence of things that need improving.

Or that we should work under the assumption that everything is for the best in the best of all possible worlds.

Rather, I’m providing a rationale as to why positivity has an effect – sometimes a profound effect – on the rapport we establish with our classes.

Put simply, we prefer to be around positive people.

They give us energy, convey a sense of purpose, and stimulate a positive atmosphere.

When it comes to enthusiasm, there’s a caveat worth remembering.

Excessive or feigned enthusiasm can work against building good relationships.

A question arises in learners’ minds about whether what they are seeing is genuine.

And if there is a question mark over what we are perceiving, we are left wondering whether it is true, and if we can trust it.

But, in general, being enthusiastic serves an important purpose.

It conveys to learners the message that you are happy to be in the classroom with them, that you think what you and they are doing together is worthwhile, and that you believe there is meaning behind it all.

Teachers who display no enthusiasm are not as enjoyable to learn with.

Of course, learning does not have to be enjoyable – sometimes it is simply a matter of getting on with the hard work we have in front of us, even if it is boring.

Yet, we can all remember those teachers who displayed enthusiasm when they taught us – whereas those that didn’t shine far less bright in our memories.

Enthusiasm is not just about high energy and visual displays of excitement.

If this does not fit with how you see yourself in the classroom, then no problem.

Instead, enthusiasm is about displaying interest, particularly in the learning that forms the basis of your lessons.

So, for example, we could imagine a very quiet and calm teacher who nonetheless radiates enthusiasm when they talk about the topics they teach.

It is the showing of interest that marks out enthusiasm, and that can take many forms.

Modelling Manners

Enthusiasm and positivity oil the wheels of relationships, making it easier for us to work together and get on well in each other’s company.

Manners are similar.

They have various functions within any culture and society.

However, one of these is to show people that we have taken account of them and are sensitive towards their feelings.

Manners cost us.

But they don’t cost the other person.

And the other person gets something without being required to give anything in return.

You can see this in how you feel when someone has shown you good manners.

These experiences leave us feeling respected and important.

They give us a sense of our own worth.

Contrast this with how we feel after experiencing bad manners.

We may feel offended, disrespected, or put out.

This is partly because we think the norms of social interaction have been broken.

Partly because we see the behaviour as an affront to our sense of who we are and how we ought to be treated.

All this leads us here:

You can build rapport by modelling excellent manners.

Again, simple.

Almost too simple.

So simple it is often overlooked.

Yet, it works.

Why?

Because it does the following:

• It demonstrates to learners that you have taken their feelings into consideration and want to treat these with care.
• It sets an example for your class to imitate; one in which showing respect and concern for the feelings of others is a priority.
• It establishes an atmosphere of civility that puts learners at ease, helping them to feel safe, secure and able to focus on their learning.
• It shows that you recognise the status of your learners. It shows you are taking them into account when you interact with them.

It’s worth noting that modelling good manners can include drawing attention to what you are doing.

Imagine a group of learners aren’t doing what you asked them to do.

You might pull them up on this.

You might remind them of how you model good manners when you interact with them.

You might ask them if what they are doing shows good manners.

And then you might ask them to follow your example.

This technique is all about making learners actively aware of the thoughts that underpin good manners and the influence these have on behaviour.

It’s about making the implicit explicit.

Greeting Learners

Another simple strategy.

So simple it’s often overlooked.

Yet once again, it works.

Greeting learners as they enter your room builds rapport by sending a message that you are pleased to see them arriving at your lesson.

It provides an opportunity to speak to learners as soon as they come into the room, which helps foster good relationships.

And it helps you define the classroom as a shared space, but one where you are in charge.

You can achieve all this simply by:

• Positioning yourself at the doorway.
• Welcoming learners into the room.
• Reminding learners that you are leading the lesson. (This message is automatically conveyed if you do the first two things.)

It is not always possible to greet learners at the door, though.

For example, you might have two consecutive lessons in different parts of the building.

In such a situation your learners might arrive at the classroom before you.

An alternative approach is to greet the whole class.

We stand at the front and welcome everyone at the same time.

The message is clear.

You are pleased to be there. You are pleased to see your learners.

Everyone likes to hear that.

Everyone likes to know that the other person recognises them and is glad to be working with them.

It’s such an easy way to build rapport.

Don’t overlook it just because it’s simple.