To recognize when a child is doing something well or if they have responded to a direction quickly.

To show a keen interest in the children’s achievements.

To be positive and and encouraging, alert to the dynamics of the classroom. Be aware if negative behaviour is because an activity has gone on for too long or because some of the children have gone off-task and are disrupting others.

To be firm in what you expect. The children need to know what the limits are. Is this an exercise where quiet is required or one in which working together and discussion is expected?

1

Play “Simon Says” or do a clapping rhythm the children have to repeat. This helps them to focus their attention.

2

Give the children instruction and then count down to “blast off”.

3

Whisper conspiratorially to the quiet ones so the noisy ones become interested.

4

Set up a post box in the classroom to encourage children to send letters/notes to one another and send some yourself to those children who have done well in a particular thing. You have to make sure every child gets one over a period of time and you are fair.

5

In group activities where there is the potential for noise, use the stop/caution/go sign.

6

If you are really desperate and a particular child is continually disruptive, working out an individual behavioural plan with that child can be rewarded with a “congratulations” card each day. This is very limited though and can only be used once and for a week.

Bronnie Snow is a trained social worker who did her teacher training as a mature age student at the University of New England. She has taught at Time-Out year and in the early childhood years.