Solving Common Classroom Behaviour Problems: Ignoring Instructions and Rudeness

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 ignoring your instructions and learners being rude.

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 Ignoring Your Instructions

Explanation

One or more learners ignore your instructions. This could be deliberate or unintentional.

Solution 1

Find out why learners have ignored your instructions.

Ask them if they understand what you want them to do.

Ask if they need you to re-explain the request you are making.

If they require additional support or more information, provide it.

If they do not, ask them to do what you have requested.

This process is hard to argue against because it is predicated on you demonstrating your interest in supporting learners.

Few learners will want to persist in not following your instructions if you have just spelt out different ways in which you want to support them.

Solution 2

Praise the example of learners who have followed your instructions.

Do this conspicuously, verbalising the link between the learners’ decisions and the learning they are doing.

Draw the attention of those who are not following instructions with a line such as:

‘Marcus, that’s what I want to see, thanks, just like Donna and Hayley. They’re focussed on their learning.’

Here, we are giving the learner a model to imitate.

This removes the possible excuse that they do not understand your instructions and offers vicarious reinforcement of positive behaviour.

Solution 3

If only a few learners are not following your instructions and you feel this runs contrary to the behaviour you are used to seeing and expecting in your classroom, ask them to come to the front of the room to speak to you.

When they arrive, point out that the rest of the class are engaged in their learning and making positive decisions to work hard.

Explain that you do not expect them to continue with behaviour that stops them learning.

Ask them if they need any help or if they need the instructions re-explaining.

If they do, provide this.

If they don’t, ask them to return to their seats and to make a positive choice to apply themselves.

Scenario 2: Rudeness

Explanation

A learner is rude to you through their attitude, behaviour or language.

This usually happens in front of other learners.

Solution 1

Call out the behaviour immediately.

Rudeness often continues – or gets worse – if you don’t do this.

The implicit message in not dealing with such behaviour straightaway is that it is in some way acceptable and can be repeated by the learner or learners in question.

Draw attention to the fact that the behaviour is rude and, if necessary, state why this is so (some learners can be rude without realising it).

Indicate that you do not expect such behaviour to be repeated.

At this point, you may want to convey what sanction will follow if the learner doesn’t meet your expectations; this will depend on your reading of the situation (a reprimand of the learner’s behaviour is often enough to elicit a positive change).

Solution 2

Remind the learner or learners in question of your expectations and the norms and values that underpin your classroom culture.

Ask them to explain whether their rudeness fits with these.

Clearly it does not.

In most situations, learners will acknowledge this and accept the implicit rebuke.

If they do not, explain why they ought to, then give them the opportunity to change their behaviour.

If they do this, fantastic.

If they do not, escalate the situation by applying a sanction.

Solution 3

Couch your response in terms of reciprocity and respect.

Highlight the fact that behaviour is communication and that the communication you give out mirrors the communication you want to receive.

Indicate to the learner in question that you do not treat them rudely and that, as a result, you do not expect them to treat you rudely either.

Press home the point that they come into the classroom expecting a level of civility and respect but that this will be undermined if they continue to behave in a way that is rude.

Give learners a choice to make a positive change.

If they do not, apply a sanction and explain that this is a direct consequence of the rudeness they are displaying.

Finally, give them the opportunity to apologise and to change their behaviour – let them know what they need to do to make the matter right.