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Welcome to Behaviour Management Resources

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Welcome to Behaviour Management Resources

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An introduction to why behaviour management is crucial in creating a positive learning environment.

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CLASSROOM AND BEHAVIOUR MANAGEMENT STRATEGIES

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Learn the importance of classroom management and how it impacts student learning.

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Classroom Management Plan - Ask an Educator

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A deep dive into using positive reinforcement to improve student behaviour.

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The Ultimate Guide to Positive Reinforcement in the Classroom

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How to set clear expectations from day one to foster a structured learning atmosphere.

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Set Classroom Expectations Together with Students

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Learn effective strategies for dealing with classroom disruptions swiftly and effectively.

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Classroom Management Strategies for Disruptive Behavior

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Case Study: Transforming a Difficult Classroom

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Case Study: Transforming a Difficult Classroom

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Watch a real-life example of a teacher successfully transforming a challenging classroom environment.

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Step-by-step guide on managing defiance in the classroom.

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Behavior Management | How to Manage Defiant Student Behaviors

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Students might talk out of 10 interrupt lessons. I have side conversations with classmates, making it difficult for the teacher to maintain order and focus.

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Students Magnor misunderstand instructions leading to chaotic activities and incomplete tasks

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This can include behaviour, such as getting out of their seeds without permission, pushing shoving another forms of physical restlessness

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Some students may engage in behaviours meant to draw attention to them self such as making noises, clowning around or overly dramatic responses

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Refusal to comply with teacher request of those challenging the teachers are talking back

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Stings me, engage in activities unrelated to the lesson, such as daydreaming, playing with objects with using electronic devices

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Negative interactions between students including teasing and bullying can disrupt the classroom environment

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Coming late to class or taking excessive time during transitions can interrupt the flow of the lesson

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Miss using Classroom material, such as throwing items drawing on desks or damaging property

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Constantly interrupting the teacher while they are speaking or giving instruction

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Speaking, without raising their hand or during an appropriate times, disrupting the flow of the lesson

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Not following directions, or repeatedly, needing instructions to be repeated

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Producing unnecessary noise is such is typing pencils, making sound all the sprinter classmates

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Showing a lack of respect, the Rolling eyes, sighing heavily, or loudly, or making sarcastic comments

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Regularly asking to leave class for the restroom, often seen as a way to avoid class activities

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Using phones or other electronic devices inappropriately during class time

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Constantly moving squirming in the seeds are playing with objects which can be distracting

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Talking about other students, spreading rumours or engaging in social drama drink last time or outside in the yard

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Chewing gum loudly, or any distracting manner despite school rules

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Demonstrating affects mindset or lack of confidence towards task, avoiding tasks

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Leaving there, workspaces all the classroom, untidy, not cleaning up after themselves

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Frequently, making excuses for not having homework, done forgetting materials or not participating or completing work

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Responding to teachers with sarcastic or mocking comments under minding their authority

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Showing minimal effort in class activities, not participating or giving up easily

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Constant, talking, interrupting lessons and general rowdiness that make it difficult to maintain a productive classroom environment

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Students, not paying attention, daydreaming, or being easily distracted during lessons

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Failure to comply to turn in homework assignment sometime consistently

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Delaying, starting on Tasks, or turn in assignments late, despite clear deadlines

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Disrespectful behaviour towards teachers and classmates, including talking back, Rolling eyes or showing lack of manners

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Ignoring or not following directions, given by the teacher leading to confusion and inefficiency

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Not listening when the teacher appears speaking, causing repeated instructions and explanations

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Consistently, making excuses for not completing work for getting materials and not participating in activities

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Coming to class without necessary material such as books, pencils or other supplies

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Sloppy rushed or incomplete, classwork and assignments

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Negative interactions between students, including bullying, teasing or exclusion

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Hyperactivity inability to sit still and frequent out-of-state behaviour

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Frequent absences and tardiness that affect continuity and loading

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Minimal effort, put into class, activities and assignments, showing a lack of motivation or interest

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Engaging in socialising drink last time rather than focusing on school work

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Not keeping personal and shared spaces, tidy leading to disorganise classroom environment

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Constant talking, interrupting lessons, rowdiness

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Talking back, rolling eyes, showing a lack of manners

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Negative interactions between students

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Hyperactivity inability to sit still, frequent out of seat behaviour

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Socialising during class time, instead of focusing on school work

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Not paying attention, daydreaming, easily distracted

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Not listening to teacher or peers

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Showing this interest in lessons

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Ignoring or not following directions

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Making excuses for not completing work or participating

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Coming to class without necessary materials

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Not keeping personal and shared spaces tidy

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Physical or verbal aggression towards peers or the teacher

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Clowning around making noises to draw attention

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Regularly asking to leave class for the restroom, often seen as a way to avoid class activities

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Consistently scoring low on test assignments

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Not finishing long-term projects or group assignments

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Constantly asking for instructions to the repeated

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Not adhering to establish classroom rules and procedures

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Miss using or damaging classroom materials or school property

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Issues related to personal cleanliness affecting the classroom environment

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General noisiness in the classroom, be on talking by tapping shuffling or loud movements

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Students frequently interrupting the teacher or talking during lessons

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General noisiness, and in ability to maintain a quiet classroom

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Students being restless, moving around the classroom and not staying in their seats

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Disrespectful behaviour towards the teacher and classmates, including talking back and making sarcastic remarks

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Susan is refusing to follow instructions or comply with classroom rules

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Students, not paying attention, daydreaming, or being easily distracted

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Minimal involvement in class, discussions and activities

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Incomplete or poorly done, classwork and assignments

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Struggling to transition smoothly between activities or subjects leading to lost instructional time

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Inconsistency in following rules, difficulty in consistently in forcing classroom rules routines

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Frequent interruptions that disrupt the establish classroom routine

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Insufficient support from parents in reinforcing, classroom expectations and homework routines

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Generalising us and inability to maintain a quite classroom

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Difficulty in consistently in forcing classroom rules and routine

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Tailoring lessons to accommodate a wide range of learning styles in abilities, including those of neuro, divergent students can be difficult and time-consuming

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Some students may need more time to process information, while others may grass concepts quickly requiring different pacing within the same lesson

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You’re a divergent students might have sensory processing issues that can lead to distractions or discomfort in a typical classroom setting

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Managing behaviours related to emotional outbursts, anxiety or meltdowns can be challenging, require quick effective strategies to maintain a calm environment

Elaborate on this particular one, including morning routine, modelling, emotional regulation, and co-regulation strategies

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Non-verbal communication with some neuro divergent, students may struggle with table, communication, making it harder for teachers to understand the needs and for the students to participate fully

Tie in one step, and two step instructions for students who struggle with multistep instructions and require explicit language. Reference students with severe language disorder students on ADHD spectrum.

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Communication barriers with social interaction

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Communication barriers with social interaction

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Difficulties and social skills can lead to misunderstandings and conflict among students

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Designing a class, and that is inclusive and accommodating for all students, including those with neuro divergent needs requiring thoughtful planning and resources

Tie in with classroom is the third teacher, students, creating their spaces and keeping spaces, neutral and not overstimulating referencing teacher workload

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Balancing the needs of Niue, divergent students who may be easily distracted while keeping the classroom engaging for everyone

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Phone a friend

Coordinate with special education, teachers, therapist, and other specialists can be complex and requires affective communication and collaboration

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Highlight importance between community and schools working together to support student needs

Skills to support teachers creating good relationships with parents

Keeping an open mind of communications with Harris to discuss a child’s progress challenges and strategies it maybe demanding but it’s essential for consistent support

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Finding ways to assessor progress in abilities of neuro, divergent, students, fairly and accurately, considering the unique challenges and strengths

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Implementing and adhering to individualised education programs were managing. The entire class can be overwhelming.

Strategies to turn a T3 intervention into a tear one

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Misinterpreting behaviours associated with new idea, virgin, conditions, or individual needs as intention of his behaviours or defiance. This misconception can lead to disciplinary actions that are not appropriate or effective

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Underestimating the academic potential of neuro divergent students. Some teachers may have no expectations of believe that certain you’re a divergent conditions, inherently limit learning abilities, which is not necessarily true with appropriate support.

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Assuming that you write a virgin students cannot develop social skills are relationships with peers in reality, with targeted interventions and support many neuro, divergent students can improve their social interactions and relationships

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Using Richard teaching methods that do not account for different learning styles and sensory sensitivities, neuro, divergent students off and benefit from flexible and multisensory approaches to learning