Let’s kick things off with a summary of how to effectively solve behaviour management problems in any classroom, then we’ll look at the specific scenarios of learners wanting to play the class clown, learners struggling with fixed mindsets, and learners engaging in social chat.

Five Steps for Solving Behaviour Management Problems

• To deal effectively with any behaviour issue you must be proactive and decisive.
• Base your decisions on an analysis of what is happening and why you believe it is happening.
• Be aware that multiple solutions can be found to most problems and that part of becoming better at behaviour management involves trying things out, seeing what works and what doesn’t, and then using this information to make improved decisions in the future.
• When you act, remain positive and assertive, remind learners of your expectations and give them a choice.
• Do not expect all problems to disappear straightaway. On many occasions you will need to keep applying your solution over time to habituate learners into a new way of acting. Be persistent!

Scenario 1: Learners Wanting to Play the Class Clown

Explanation

A learner seeks status by taking on the role of class clown.

This learner focuses on playing up to this role rather than engaging with the learning.

Solution 1

Give the learner in question a different way to gain status.

This might involve assigning them responsibility for something.

For example:

• Handing out the books
• Identifying who makes the most interesting comment during a discussion
• Keeping track of time during activities, on behalf of the whole class

Another option is to give the learner one-to-one support around their learning.

This helps them to gain status through making progress, diminishing the reward they receive, psychologically, from playing the role of clown.

Solution 2

Draw a firm distinction for the learner between when humour is acceptable and when it is not.

Stress that it is not acceptable when it interferes with the learning, causing the learner or their peers to fall below your expectations.

Doing this gives the learner license to have some fun in class – which, in many cases, may actually help them to work better.

At the same time, however, it teaches them that they must prioritise learning and recognise the importance of ordering different priorities.

Solution 3

Ask the learner to stay behind after the lesson.

Explain what you have observed about their behaviour.

Indicate why being able to make people laugh is often a good thing and praise their ability to achieve this.

Then, ask them whether the classroom is the place to pursue such a goal and why they are not prepared to channel their substantial efforts into creating work of a high standard.

Ask them whether they have considered developing their comedy in their own time and make a clear distinction between this as a leisure activity and what you expect from them in lessons.

This approach demonstrates that you have a sense of humour and admire the learner’s ability to draw laughter while at the same time teaching them that there needs to be a clear delineation regarding when such behaviour is appropriate and when it isn’t.

Scenario 2: Learners Struggling with Fixed Mindsets

Explanation

Learners show a reluctance to challenge themselves or exert effort, believing that both these behaviours are fruitless because intelligence is ultimately a fixed, innate quality.

Solution 1

Praise the processes in which learners engage, particularly effort.

Every learner can try, regardless of where they are at with their learning.

Convey this message and reinforce it.

This breaks down the view in learners’ minds that effort does not bring reward.

It does so by positively reinforcing the application of effort, turning it into a norm that is worthy of pursuit.

Solution 2

Use examples to demonstrate to learners why and how intelligence can be changed.

An easy one is to ask learners to explain to you what they knew and understood a year ago compared to what they know and understand now.

From here, you can ask them to explain why their intelligence has grown before making the link (if they don’t make it themselves) between the effort they have exerted and the changes that have been wrought.

Another option is to draw learners’ attention to some basic brain biology, illustrating for them the fact that our neuronal networks are plastic and malleable, that they can change over time, and that the ways in which we use our minds and the effort we put in has a significant impact on this.

Solution 3

Make embracing challenge and learning from mistakes a norm in your classroom.

Ask learners to tell you when the work is too easy and apologise to them when it is, offering to provide a harder, more challenging alternative.

Watch your language to ensure you do not inadvertently punish or chastise mistakes, instead reconceptualising them as learning opportunities – particularly in the context of trial and error.

Scenario 3: Social Chat

Explanation

Pairs, small groups of learners, or the whole class are inclined to engage in social conversation unconnected to the learning.

They may protest that this has no impact ‘because they are still doing the work,’ or they may make no attempt to justify their behaviour.

Solution 1

Directly address the contention that social chat is acceptable if it accompanies learners doing work.

To do this, ask learners to reflect on the main aim of your lesson and to contrast this with the aims of break and lunchtime.

The point here is to draw a firmer distinction in learners’ minds between the different aspects of the school day.

Plenty of time is provided during which learners can talk among themselves about whatever they please.

The corollary of this is that there is no excuse for using up energy and focus during lessons, when this could be more productively directed towards the learning.

Solution 2

Play up your expectations.

For example, if a group of learners are engaged in social chat while they are working on the main activity, go over to them and ask how they are getting on with the extension task.

When they tell you they have not yet reached it, explain that you are surprised.

You assumed they must be stretching their thinking because they have the time to divide their focus between the learning and other matters.

Indicate that you are disappointed and would like to see all of them on the extension task in the next ten minutes (or whatever timescale is appropriate).

This technique reacquaints learners with your expectations and reminds them of the link between actions and consequences (the consequence here being your disapprobation).

Solution 3

Use your seating plan to separate friendship groups and to ensure that learners sit near peers with whom they are less likely to engage in social chat.

You’ll need to know at least a little bit about your class to do this, so it may not be achievable in week one.

A couple of weeks into the school year, however, and you should have a pretty good idea of any changes you need to make.