TOP TIPS FOR SUPPLY TEACHERS DEALING WITH BEHAVIOURAL ISSUES

Here’s some invaluable advice for supply teachers on how to deal with behavioural issues from a teacher who’s been there and knows what you’re going through.

• Introduce yourself to the HOD/Teachers: Familiarise yourself with your surroundings, show your initiative by asking relevant questions that may help you through the day. Organise the classroom (books, seating and pens). Most importantly make sure everything is working, including the whiteboard and that you can get your hands on a non-permanent marker pen, essential for learning outcomes!

Meeting your classes for the first time positive assertiveness from the start:

• Be at the door smiling and greeting students. Do not take the role of a bouncer standing at Swifts night club on a cold Wednesday night in Grimsby. Be the doorman/lady who is promoting the best nightclub in town, where people are queuing around the corner. It is always nicer being turned away from a club when the bouncer is being assertive and friendly.
• Welcome students into your classroom, yes that is correct your classroom! This is now your arena and you own it. Converse with the students entering your learning environment to reinforce rules, “coats off & bags on the floor”, “phones off and in bags”, ”pens out on the table”: simple instructions to students who are now starting to think this new teacher cares, and remember to smile!

Your chance to reinforce expectations: don’t miss it!

• This is now your classroom, not the member of staff who is away! This must be imprinted in your psyche if you are to deal with the behavioural issues that may arise. Do not ever fall into the trap of “Mr/s X allows us to do this”, “you are not Mr/s X”. Stay true to yourself, and be firm, consistent and assertive.
• Your expectations must be explained from the start. As you are new, you may feel as though you are walking into the lion’s den. Students will be quiet for the first time you ask, they are eager to listen, work you out and try to find flaws. This is your chance to clarify your expectations for a positive working environment.

In my view this is the most important time, similar to when two boxers are facing each other before the first round. Do not flinch or remove your gaze, a boxing match can be lost before the first bell.

Expectations must be reiterated at different points throughout the lesson, like mini-plenaries checking for learning. The same can be said for behaviour, do not think you are repeating yourself, it is a must. Be a broken record.

Central to positive behaviour management is the public rewarding of students/groups who are showing positive actions, and ensuring that the positive behaviours stand out to the others “Thank you for listening”, “Excellent, the first group to have eyes on me.”

KEEP IT SIMPLE:
There is no need to over-complicate things, so just start with 3 rules

1. No talking while I am
2. 3, 2, 1 then focus on me
3. Hand up if you want to ask a question

Any further boundaries and students will become confused, disengaged and the rules will become diluted. Make these rules clearly visible and always refer to them when talking to students.

BEHAVIOURAL ISSUES ARISE WHEN STUDENTS ARE BORED:
Boredom initiates poor behaviour, so what can you do to prevent this? Simply, you must be involved in the lesson. Taking an active role in the lesson will give the opportunity for students to see that you care about them. Sitting quietly in the corner without participating is asking for trouble, and trust me trouble will find you!

As a supply teacher, you may not be an expert in the area that you are covering and you won’t be able to answer everything that is thrown at you; however, you can facilitate learning and create a positive working environment. Examples such as, paired/group talk and feedback, independent study, students reading, facilitate G&T students to help each others learning, YouTube to explain topic areas…the list goes on.

You will be able to work out who may be the most challenging students in the class so ‘cut it off at the pass’. Approach them, take time to find out about their interests, hobbies and look to praise them from the very start. Build relationships as you may be in tomorrow!

By fully participating in the lesson, both you and the students will avoid the boredom factor: there is nothing worse than looking at your watch wishing for the bell to go. The lessons that tend to fly are the ones where both teacher and students are involved and fully interacting. I do not accept the fact that students must be working from books alone, simply asking students to ‘complete questions 1-12’ is anything but innovative and interesting. As teachers we are creative and imaginative and know how to facilitate a topic whatever our subject area.

Don’t get flustered:
Students will push the boundaries from the start so you must remain consistent in your approach. Do not get into public confrontations. You will get a feeling relating to the most challenging students when you first set eyes on them. Instead, approach them for a quiet word which will be more beneficial, identifying to the rest of the class that you will not tolerate disruptive behaviour. Remain calm and controlled, therefore confirming your authority.

Start with a positive and confirm expectations: “You seem to be a very intelligent young lady but let me remind you of the rules regarding phones”, “You walked into the classroom calmly earlier, thank you. However shouting across the room is going to disrupt other students, please do not let it happen again”.

Follow up on issues:
If you threaten a sanction it is imperative that you see it through and follow up on any major behavioural issues. By being proactive and instigating further discussion with students at the end of the lesson, during a free period, or a phone call to a parent, will make life easier for you when you return to that particular class tomorrow. By following through, it’s more likely that the school will be impressed with your performance and invite you back!

Always separate the behaviour from the student:

“I really like you as a person student X however what I did not like today was your behaviour”.

Students will then understand that it is the behaviour you are disappointed with and not them as a person.

We believe these tips will help make your life in the classroom as a supply teacher easier. However, they are not set in stone. You need to be able to read a situation and be flexible in your approach. In fact, you have probably gained more experience and developed your behaviour management skills further than the average teacher who has been at the same school for over 20 years. This is achieved through the number of students you meet, the different school environments you step in, and dealing with varying school policies and protocols.

These tips, combined with your experiences as a supply teacher, will ensure you stand in the queue of that rollercoaster with confidence, get on the ride and never want to come off!

Do you have any supply teaching questions or issues? Teachers today can help, so get in touch!