The behaviour question: how can I lessen the impact of low-level disruption?

Tracey Lawrence, assistant headteacher and specialist leader of education in social, emotional and mental health, answers your questions on behaviour
30th September 2016, 12:00am
Magazine Article Image

Share

The behaviour question: how can I lessen the impact of low-level disruption?

https://www.tes.com/magazine/archived/behaviour-question-how-can-i-lessen-impact-low-level-disruption

The answer: 

Children lose 38 days of their education a year as a result of low-level disruption in the classroom, according to a 2014 report by Ofsted. This adds up to 266 days over primary education - around one academic year. While there may not be a quick fix to stamping out the problem completely, there are steps you can take to lessen its impact.

Using non-verbal communication can be an effective way to put a stop to the undesirable behaviour without bringing unnecessary attention to the situation. You can continue teaching while giving a simple shake of the head, hand signal or using your infamous “teacher stare”. Circulate the room, using your presence to minimise the chance of disruption occurring. And if it does arise, then a simple hand on the culprit’s shoulder will often put an end to it.

If you have the luxury of having another adult in your class, use it to your advantage. Discuss and plan to tactically ignore the low-level behaviour, leaving your colleague to deal with the disruption. They can use questioning to refocus the child or help them to engage in the lesson. You can both check in with the student throughout the lesson to ensure that focus remains.

Get to know your students well, so that you are aware of their “hot spots”.

If you know that a child will struggle to focus during a specific activity, provide them with an alternative activity that will hold their attention. You can also support children to focus with tools such as stress balls or mindfulness colouring. Just because a child is not making eye contact with you, it doesn’t mean they aren’t listening. Some need more to occupy them, help them to listen and, in turn, engage with your lesson.

Want to keep reading for free?

Register with Tes and you can read two free articles every month plus you'll have access to our range of award-winning newsletters.

Register with Tes and you can read two free articles every month plus you'll have access to our range of award-winning newsletters.

Keep reading with our special offer!

You’ve reached your limit of free articles this month.

$7.17
$5.00
/per month for 12 months
  • Unlimited access to all Tes magazine content
  • Save your favourite articles and gift them to your colleagues
  • Exclusive subscriber-only stories
  • Over 200,000 archived articles
  • Unlimited access to all Tes magazine content
  • Save your favourite articles and gift them to your colleagues
  • Exclusive subscriber-only stories
  • Over 200,000 archived articles
Recent
Most read
Most shared