Techniques for Dealing with Challenging Behaviour.

* A reluctance/recalcitrance to take part in class activities (either individual or group) with any commitment.

* In question and answer sessions in the class unwillingness or inability to show any learning in the class.

* On one occasion one of the three got up and left the class before I could challenge her (at the time the class were working on a group exercise and I was coaching a group at the back of the classroom).

* Persistent moaning of being "picked on" when reprimanded concerning their behaviour.

* A desire to push their behaviour to the point at which they are threatened with exclusion from the class.

These three individuals were disrupting the class and impacting the learning of the rest of the class. In addition some other members of the class were following the "bad" behaviour pattern of this sub-group.

There are several strategies or options that were available to me which could be used individually or in combination. Those options included:-

* Sitting the group as far apart in the class as possible.

* Focusing on the group in group and individual exercises and supporting and coaching them at these times in the lesson.

* One-to-one discussions at the end of lessons to try to understand the reasons for their behaviour.

* Ensuring that when one of the group did participate - by answering a question, raising a question or making a point - that their input was acknowledged in a positive way i.e. trying to reinforce and encourage good/active participation.

* By establishing clear rules/guidelines regarding lateness in attending the class that applied to and were communicated to, the whole class.

* Consistently telling the students not to not talk while I was talking but allowing consultation with a partner or classmate during group exercises.

* By highlighting poor behaviour as immature, disruptive to the class and adversely affecting other students who wished to learn and progress.

* By using body language (e.g. eye contact, body posture, facial expression) to show disapproval.

* Additional homework exercises

* Keeping the students back to complete tasks that had not been completed in the class, to inconvenience them and reduce break times.

* The threat of exclusion from the class

* Exclusion from the class.

* Reporting bad behaviour to my Head of Department (who also taught this group).

* Invoking the college disciplinary procedure to start formal disciplinary stages.

* Liaising with other subject lecturers and personal tutors to understand if this behaviour was general or specific to my classes. (It was general across all subjects studied).

* With the support of the college hold a formal one to one interview and agree a student contract setting targets and standards of behaviour which, if not improved within an agreed time frame, would lead to further disciplinary action (potentially culminating in exclusion from the college).

Chosen Strategy

On reflection I was surprised by the behaviour of this group as I had not encountered it before. This type of behaviour (I felt):-

* Sought confrontation with me

* Challenged my authority

* Tested the limits of my tolerance.

In other situations of poor behaviour it has rarely, if ever, been so "personalized".

) Initially I would stop the lesson and tell the members of the group to stop talking. I did this in a firm way showing disapproval.

2) Secondly I ensured that these three students sat apart from each other (as an aside I noted that they would very rarely work with other class members in a group exercise).

3) Thirdly I admonished other members of the class when their behaviour was poor so that I was seen to be even handed.

4) I threatened exclusion.

5) I liaised with teaching colleagues, who I found, were also experiencing difficulty with these students.

6) I reported incidents such as when one of the group walked out of the class 20 minutes before the end and did not return. The excuse when challenged was "I felt unwell and had to leave the class". This resulted in a disciplinary hearing and agreed standards of behaviour, attendance and completion of homework being written in to an agreement.

7) I did not exclude them from the class - my reasons were twofold:

a. I wanted to keep them in a learning environment

b. I feel that exclusion is a last resort as I will only accept a student back in the class if they apologise and undertake not to repeat their behaviour. If the behaviour continued then I would send the student out for a second time. I would then need very strong persuasion to allow them back in the class. If on a third occasion I had to exclude a student from the class, then I would not teach that student again. As I was new to West Herts College it was not clear to me that the College would support me in this process.

This strategy has met with partial success which may be short lived and problems will arise again. However I now have the backing of the College and a record of poor behaviour.

As things stand I believe exclusion from the course (or college) would be the best outcome for:-

* The other students in this class as I believe their learning opportunity will improve significantly without the distraction

* Myself as Lecturer

It would not however be the best outcome for the students.

Techniques I could/should have employed

Revised Strategy

Clear Rules from the start

I will communicate a clear set of guidelines/rules to a new class "up front" at the beginning of the academic year. The rules will include:-

* Late arrival at the class - Always expect an apology plus a reason for lateness

* Regular attendance - set 100% expected level of attendance other than for genuine reasons such as illness, clash with an exam in another subject etc.

* Submission of homework

* Expected behaviour in class

* Make clear that students will be excluded if they cause disruption and detract from the learning of others.

The college rules re-enforce this position via the student learning agreement.

Act more decisively

I feel that I was too tolerant with this group of students and should have dealt quickly and decisively with their behaviour. Having initially laid down my expectations of behaviour there would be no excuse regarding "not knowing" or being aware of those expectations.

I would also seek feedback from my teaching colleagues and the Class Tutor at an early stage.

One to One discussions

I would make time at the end of the lesson to speak to disruptive students on a one-to-one basis. The objective would be:-

* To try to understand the reasons for the disruption e.g. boredom, not enjoying the subject, distractions outside the college (for example in the home environment).

* Build rapport with the student to try to moderate and improve behaviour.

I would do this by re-enforcing a positive message by:-

* Explaining that I want the individual to maximize their potential.

* Assure them that they have the ability to succeed

* Offer some individual coaching or support during or outside normal lessons

* Explain that they need to moderate their behaviour to achieve to their potential

* As I teach students at AS level they are on the course through the choices of both opting to continue studying rather than working and the subject (in my case Business Studies).

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Martin Fowler PGCE Assignment

Managing the Learning Environment (Part 1)

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