Teaching can be exhilarating and exhausting in equal measure. Getting a large group of people to work together collaboratively and cohesively, is a delicate balancing act that requires a high level of expertise. Being that humans are humans, there will always be a layer of complexity when they come together. This complexity requires well thought out and constructive solutions for managing behaviour in order to create the best outcomes for everyone involved.
The best solutions will be achieved by approaching the issue of behaviour with a growth mindset, as opposed to a deficit mindset. That is, viewing children positively and seeing them as having enormous quantities of potential waiting to be realised. It helps to have a good understanding of human psychology in order to appreciate what makes people behave in the way they do. In the case of children, it is really useful being able to view their world from their perspective.
It is also helpful to break down the issue of behaviour into two distinct scenarios.
1. Sometimes the behaviour reflects a child who is distracted or not engaged in their learning. If that is the case, then it’s probably time to rethink what is being taught and how it’s being taught.
2. Sometimes the behaviour reflects a child’s lack of self management skills or an emotional deficit. If this is the case, then there are ways and means of changing those behaviour patterns.
Let’s take a closer look at the first scenario.
Inappropriate behaviours will occur when children are asked to do tasks that are beyond their developmental or interest level. A teacher’s task is to locate that “sweet spot” (or in the words of Vygotsky – the ZPD – the zone of proximal development) and then nudge them along, but all the while, staying within the zone. Children are naturally curious. Although it is possible that a child may sometimes need to be helped to find that curiosity again. It’s also very easy to block a child’s curiosity. That scenario needs to be avoided at all costs.
For the most effective learning to happen, it needs to be child centred and child led. The child’s job is to discover and follow their own learning pathway. With one hand on the curriculum document and the other holding a conductor’s baton, the teacher’s role is to conduct and manage the classroom, in order to help the children navigate and explore their learning successfully.
Most importantly, a teacher’s primary task is to create and maintain a positive and self sustaining learning culture that:-
– enables all children to lead and grow their own learning, and
– empowers the children to help each other do the same.
By investing heavily in this kind of learning environment, learning has the potential to grow exponentially and all children will be enabled to reach their potential. It requires the teacher to embrace and implement a growth mindset and convert this mindset into a growth learning model. The rewards are huge. The high trust environment and growth mindset is the essential foundation. Easy to say, hard to do. Years of contradictory practice and fear of the unknown seem to hold us back.
Now, let’s take a look at the second scenario.
Children and adults alike have different levels of self managing skills and social intelligence. But just like literacy and numeracy (or driving a car), these are skills that can be learned. Like any human being, students in the classroom will respond positively to appropriate cues and motivators. Vygotsky is useful here, too. Guiding children to make incremental improvements applies to social learning as much as it does to academic learning.
And of course, that high trust environment and growth mindset is once again, an essential ingredient. Rather than focusing on achieving compliance, focus should instead be on using communication and negotiation to encourage reasoning, respect and cooperation. Rather than simply telling or instructing, give children opportunities to practise and model the appropriate behaviours. We learn best by using these skills and seeing the positive impact on our daily lives. Children are no exception. It’s a win/win scenario.
Hopefully you will have noticed by now that these two solutions are long term strategies and will require persistence and consistency if they are to be implemented successfully. Hopefully, you will also appreciate that “the best solutions are the easiest to implement but take the longest to achieve”.
Ease Education: Teaching at a human scale.