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 whole-class noise levels and challenging class dynamics.

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: Whole-Class Noise Levels

Explanation

The class as a whole are too noisy, will not fall to silence, or do not heed your instructions about how much noise is permissible.

Solution 1

Plan lessons that do not give learners the opportunity to make noise.

This means removing group work and discussion activities.

On doing this, explain to learners what is happening and indicate that the noise levels in the class do not meet your expectations.

Explain that, if learners can display a positive attitude over the next few lessons, you will gradually reintroduce group work and discussion.

This ties the future of the lessons to the choices learners make as well as the effort and hard work they exhibit.

Solution 2

Create a means through which to specify noise levels.

For example, you might develop a five-point scale running from silent to loud.

You would then explain this to learners, giving them a chance to gain a sense of what each level sounds like.

When introducing activities, bring out the scale and tell learners what level of noise is appropriate for the task.

If noise levels go too high, draw learners’ attention, refer them to the scale, and ask them to change their behaviour.

This is an excellent way to help learners understand the amount of noise they generate and what your expectations mean in tangible terms.

Solution 3

When you want learners to be quiet, count down from five to one.

Then, wait for silence.

And you really must wait.

Don’t start talking until everyone is silent.

Otherwise, you’re sending a clear message that you only expect most learners to be silent.

Get learners into the habit of expecting this and responding to it swiftly.

Praise learners who follow your instructions and remind learners who do not that they need to come on board.

Developing a technique like this allows you to control the noise levels in your classroom very effectively – it is a tool you can return to again and again.

But it only works if you truly wait for silence.

Scenario 2: Challenging Class Dynamics

Explanation

The relationships and interactions within your class are in some way detrimental to learning.

They might give rise to negative interactions, a negative atmosphere, or they might lead to learners who are not focussed on the learning becoming dominant voices.

Solution 1

Rearrange the seating plan.

This is the simplest, most common fall-back position.

Dynamics are heavily affected by who learners can see, influence, and talk to.

If you observe the dynamics of the class working against a positive, learning-focussed atmosphere, examine the seating plan and identify the changes you could make to improve matters.

When learners next come to your classroom, display the new seating plan on the board and firmly insist that learners follow it.

For maximum effect, present the plan as a fait accompli, rather than as open for negotiation.

Solution 2

Consider changing the layout of your room.

If learners are sat in groups, perhaps they would be better in rows?

If they are in rows, maybe a horseshoe would work better?

Looking at the consequences of how the room is laid out will help you to decide whether changing this could have a positive impact.

As a rule, rows facing the front is the layout in which the teacher can exert the most control over learners – good if you have a particularly lively class who struggle to stick to your expectations in the face of the prevailing dynamic.

Solution 3

Plan your lessons so they militate against the dynamic.

If the class tend to play off each other to the point at which learning breaks down, minimise opportunities for group interaction.

Similarly, if learners who are not particularly learning-focussed have become the dominant voices, plan group work tasks in which they are spread through the room and find themselves outnumbered in each group by learners who are focussed on their learning.

This solution is all about using your lesson planning as a tool to change the dynamic and get the kind of interactions you want.