Managing+Classroom+Behaviour+in+an+Inclusive+Classroom

=//Classroom Rules//=
 * Be positive. Encourage, reward and praise students appropriate actions
 * Model the the standards for behaviour you expect. Be polite and courteous. Expect the same of your students.[[image:Untitled1.jpg width="261" height="174" align="right"]]
 * Make classroom rules explicit. Communicate your expectations clearly. Involve students in establishing the rules for classroom behaviour.
 * Implement strong and predictable routines (see below).

Loreman et al. (2005) states clearly: “Be careful, cautious and consistent in using reprimands – choose private over public reprimands. Be fair and firm, never sarcastic. Never make empty threats. Ensure your reprimand is appropriate and you carry it out. Pick your battles. Some small details are not worth fighting over. Know when to ignore and when to step in. Avoid reprimanding or punishing a class or group.” (p.209)

Grossman (2004 p. 373) offers the below suggestions for accomplishing positive traits in the classroom:
 * Start the year with activities that help students get to know each other
 * Build community in the classroom
 * Use co-operative learning, collaborative problem solving and peer tutoring
 * Structure social interactions during lunchtime and recess
 * Have positive consequences for appropriate social behaviour

When designing classroom rules keep in mind that the rules should be: Below are a few suggestions for classroom rules
 * Clear
 * Concise
 * Enforceable
 * Always be your best and do your best
 * Be co-operative
 * Respect others and the property of others
 * Everyone deserves respect
 * Come to class prepared
 * Do your best
 * Have fun
 * Be prepared
 * Be respectful
 * Be productive
 * Be safe

If you do not wish to have ‘many’ class rules, the below statement posted in your classroom, may assist as a guide for your students
 * Respect the learning and safety of others

References: Grossman, H. (2004). //Classroom Behaviour Management for Diverse and Inclusive Schools. Third Edition.// Oxford, UK; Rowman & Littlefield Publishers. Loreman, T., Deppeler, J. & Harvey, D. (2005). //Inclusive Education. A practical guide to supporting diversity in the classroom.// Crows Nest, Australia; Allen & Unwin.

=//Routines//= When first establishing a relationship with your class it is helpful for the students to know what is expected of them in the variety of situations they will find themselves in in the classroom/school situation. By introducing routines that will be //consistent,// the students will know the boundaries and just what it is you want them to do!

Some of the routines the new teacher needs to establish are: - line-up procedure - how the students will enter the classroom and where to go when they do - how the seating will be organised - the class routines, what signs mean what (task starting, task finishing, etc) - how the teacher will signal for attention and what is required of the students at this point - student transition within the classroom/school - end of day pack-up and exit (Rogers, 2011 p. 38-39)

All students can benefit from the use of a visual routine which outlines what is happening for the day and in what order. The use of routines is especially of benefit for students on the autism spectrum where it is comforting to know what is happening next.

Bill Rogers (2011) reminds us of the importance of visual representation for those in our classrooms who are 'visual' learners. For these students the information, either in written or pictorial form, written on the board helps students who are visual learners to engage in the more easily.

Loreman et al., (2005) recommend: “Regular class meetings are an excellent way of promoting positive behaviour in the classroom. This allows time for the students to think about their behaviour and take responsibility for it. Class meetings should be held regularly (once a week) or more frequently if required. Some teachers criticise class meetings, as they interfere with an already overloaded schedule. While this is a legitimate concern, in most instances class meetings contribute to the promotion of good behaviour in the classroom, which then enables the teacher to concentrate on teaching! It is noted that the time invested in class meetings is more than compensated for by the time freed up with improved behaviour. (p. 205)

References: Loreman, T., Deppeler, J. & Harvey, D. (2005). //Inclusive Education. A practical guide to supporting diversity in the classroom.// Crows Nest, Australia; Allen & Unwin. Rogers, B. (2011). //Classroom Behaviour A Practical Guide to Effective Teaching, Behaviour Management and Colleague Support//. 3rd edn. London: Sage (pp 38-39)

=//Disruptive Behaviour in an Inclusive Classroom://=

Managing disruptive behaviour in an inclusive classroom uses the same principles and guidelines as what you would use in a mainstream classroom. An initial starting point would include establishing classroom rules, defining classroom limits, setting expectations, clarifying responsibilities, and developing a meaningful and functional curriculum in which all students can receive positive and worthwhile learning experiences.

The best method to stop disruptive behaviour in the classroom is prevention. The best way to prevent disruptions in the classroom is to keep the class engaged in activities which are suitable for all students in the class. This means meeting everyone's individual learning needs and providing age and level appropriate activities. This along with chances for the students to mingle and cooperate on in-class activities and assessments allows students a chance to let out their energy in a productive and worthwhile fashion.

If disruptive behavior still occurs in your classroom it is possible to use some of the following methods to keep the students on task and to calm to classroom environment down.

Words (spoken / written) Physical expressions (facial / bodily)
 * //Positive feedback//**


 * //Activities (individual / social)//**


 * //Things (rewards, awards, games, computer time etc)//**
 * When students with disabilities display disruptive behaviour, teachers must carefully think about discipline strategies. Generally, teachers can use the same disciplinary practices that they employ to use on students without disabilities as they can on students with disabilities. Most undesirable misbehaviour, displayed by both groups, is similar in nature.
 * Consistent approaches to classroom management will work, effective classroom management takes time and should be implemented at the beginning of the year. Show your students respect at all times.
 * Teachers should contact appropriate administrators and seek information on administrative policies, rules and regulations governing disciplinary practices for students with disabilities.

1. Ensure that you have clearly stated rules and procedures with established consequences that are expected and reviewed regularly. All students must know the rules, routines and expectations. 2. Never continue on with instruction when the rules are being broken - pause, delay and ensure that you have your student's attention. 3. Catch your students using appropriate behavior and praise them! 4. Use behaviour contracts when necessary and follow up with appropriate incentives. 5. Be sure that your instructional periods are not too long, students need to be mobile throughout the day. 6. Provide individual, personal cueing and prompts to certain students as needed. Sometimes just touching a student's shoulder will bring them back to task. 7. POST the important rules - keep it short, no more than 6 and refer to it often. These should be posted after the class has brainstormed them.
 * Golden Rules About Classroom Management**

Always remember that no matter how well a lesson plan is written, it can turn about as useful as a hair-tie in certain situations. Prepare for anything!