Classroom Management and Positive Behaviour Support
Effective behaviour support rests on prevention, consistency and relationship. Begin with clear routines for entry, transitions, materials, group work and exit - taught, practised and re-taught like any procedure. Co-construct a small number of positively framed expectations ('we speak one at a time') rather than a long list of prohibitions, and teach what they look like in each setting.
Behaviour as communication
A functional view asks what the behaviour gets or avoids - attention, escape, sensory input, a tangible - using an ABC record (antecedent, behaviour, consequence). This points to changing antecedents and teaching a replacement skill rather than escalating consequences. Positive reinforcement that is specific, contingent and genuine builds behaviour more effectively than punishment. Use a hierarchy of least-intrusive responses: non-verbal prompt, proximity, private reminder, offer of choice, consequence, supported removal. Avoid public shaming, sarcasm, collective punishment, and blanket 'zero tolerance' as a stand-alone strategy.
De-escalation
Lower your voice, reduce the audience, offer choices, give space and time. Restorative conversations repair harm and rebuild relationship after an incident.
Traps
Confusing a consequence with a punishment; believing praise will 'spoil' children; addressing behaviour without checking task difficulty, since much off-task behaviour is avoidance of work that is too hard or too easy; inconsistency between lessons.
Worked example
A child calls out during explanation. Non-verbal signal, then a private reminder ('hand up, thank you'), then check the task demand. If it persists, record ABC across a week and look for a pattern - for example escape during written tasks - before designing a response.