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Reward systems

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Reward chart

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Class dojo

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One to one talk

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Mixed ability seating

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Assigning responsibilities to students

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Motivated the students to a game the like it such as football or cooperative games

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Motivated the students to a game the like it such as football or cooperative games

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Be specific about what your expectations are and make sure you drill it with your students from the beginning. Ask them to help you create the classroom expectations. 

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Be specific about what your expectations are and make sure you drill it with your students from the beginning. Ask them to help you create the classroom expectations. 

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3 min relaxation time

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Positive reinforcement & clear expectations from students

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Positive reinforcement & clear expectations from students

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consistency

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Good behaviour management is helping children understand and follow rules in a positive way so they feel safe, respected, and ready to learn.

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Having set routines in class. Respect from both teacher and student.

Consistency

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Clear, simple rules – e.g., “Be kind,” “Listen,” and “Take care of things.”

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Clear, simple rules – e.g., “Be kind,” “Listen,” and “Take care of things.”

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Building relationships with the children

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Have routines and clear expectations

Use positive reinforcement eg. Class dojo and reward charts

Have the class create and add to the set of classroom rules so they feel included

Strong student teacher relationship

Support individual needs of students

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Positive reinforcement

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i like how this group is working and explaining their answers, excellent teamwork

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Good behaviour management:

Set clear expectations

Positive reinforcement

Consistent routines

Proximity and non-verbal cues

Logical consequences

Choice and ownership

Restorative practices

Incorporate movement and brain breaks

Build strong relationships

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Clear expectations

Engaging lessons

Every student is busy

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Establish Clear Expectations: 3–5 classroom rules stated positively (e.g., “Respect yourself, respect others, respect learning”).

Use positive reinforcement and praise (“I like how you started your work right away”)

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A happy teacher makes a happy student

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Good behaviour is catering to the students needs whilst using an wholistic approach to develop their needs and challenging their intellectual needs at various levels within and outside the classroom environment 

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Good behaviour is catering to the students needs whilst using an wholistic approach to develop their needs and challenging their intellectual needs at various levels within and outside the classroom environment 

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Good behavior management is about creating a classroom where students know what’s expected and feel safe, respected, and ready to learn. 

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Good behavior management is about creating a classroom where students know what’s expected and feel safe, respected, and ready to learn. 

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Making sure and regularly following up if students understand the boundaries, ask how does a certain situation look from their point of view.

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Making sure and regularly following up if students understand the boundaries, ask how does a certain situation look from their point of view.

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Talk to student and see if there is anything bothering him. 

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Talk to student and see if there is anything bothering him. 

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Give positive rewards such as Dojos or a sticker for the ones who behave in order to make the misbehaving student reflect and want to behave better too

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Give positive rewards such as Dojos or a sticker for the ones who behave in order to make the misbehaving student reflect and want to behave better too

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First have a one on one talk with the learner. If the behavior continues I would e-mail/call the parents

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Talk to him , move him to another group , explain to him what are the consequences of his behaviour

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Check with parents about any changes that may have affected his behaviour

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Check with parents about any changes that may have affected his behaviour

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Talk to that child seperately and find out the reason

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Talk to that child seperately and find out the reason

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Inform the supervisor and talk to their parent

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Inform the supervisor and talk to their parent

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one on one sessions. during break could even be better. understand the situation that the student might be in.

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Use multiplicative tools to encourage good practices

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Use multiplicative tools to encourage good practices

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Find what he likes and surprise him with it

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Find what he likes and surprise him with it