Tackling low level disruption

Last year I produced this document about low level disruption in the classroom, it was in response to some challenging classes I was dealing with at the time, so a bit of reflective practice.

I’d like to update it, incorporating the collective wisdom of other practitioners. I would like people to edit the document, feel free to add strategies, expand upon them,  add diagrams, and change my spelling and grammar mistakes… If you do edit, please add your details at the end of the document, of course this isn’t necessary, but I would like to publish it again within College, so it becomes both a behaviour resource and an example of collaborative practice.

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6 Responses to “Tackling low level disruption”

  1. Samantha Mitchell Says:

    Hi Tony,

    This is a lovely document that really summarises a lot of the good advice I have been given / read about minor disruption.

    I find that my use of displays also reduces minor disruption. It is really an extension of routines – each week I award a worker of the week – explain why they have earnt the title and display the student’s name on my rewards board. It is only a small point but it reminds students of the expected standard and gives them something to be proud of. I also follow this up by contacting parents – use of positive phone calls or postcards has been one of my strongest behaviour management tools.

  2. @cheersphilip Says:

    A really fantastic refresher – so useful for the lead up to a return to the classroom!
    Really makes me feel that we can make a fresh start in september, but it always requires practise, doesn’t it?
    Cheers,
    Philip

  3. Tony_Cassidy Says:

    Thanks for the kind comments, completely agree, it’s a long-term project.

  4. Liz Says:

    Thanks Tony, just catching up with your stuff, then i feel its ok i have not missed anything! :)

  5. Steve Russell Says:

    A great resource this Tony. I’m putting together a CPD session for a school – this was the first site for low level disruption – and has provided me with a fantastic framework. Great to see references to Transactional Analysis re: strokes – one of the most powerful tools for understanding why kids behave as they do – and why I behave as I do when I’m with them!

  6. Tony_Cassidy Says:

    Thanks for your kind comments.

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