Bitesize Research: How Do Expert Teachers Approach Behaviour Management

 By Jaya Carrier

I hope everyone has had a great week so far. This week, I was interested in the reporting in Edutopia of a 2021 study that looks to contrast and compare the behaviour management strategies used by expert and novice teachers. It suggests that an awareness of expert teacher strategies can support all teachers to improve their behaviour management. 

Objectives: To understand the differences between expert and novice teachers in their approaches to behaviour management.

Summary:  

The key findings were:

• Expert teachers were much more likely to recommend proactive strategies to prevent student misbehaviours from occurring
• Expert teachers were much more likely to consider the causes and influences behind student behaviours 
• Expert teachers come to see the classroom as an ‘ecosystem’ wherein there is a delicate balance between student autonomy and teacher authority
• Expert teachers had a stronger ‘positional awareness’ to ensure all students would be in view. They also had a greater awareness of their tone, body language, facial expressions and presence impacted student behaviour
• Expert teachers ‘see the whole’ whereas novice teachers ‘see the parts’

How does this impact me and my practice?:

Some reflection questions arising from this that might be helpful to consider are: 

• How does this link to trauma-informed practice?
• The Edutopia article suggests six strategies that can support all teachers to improve their behaviour management following the findings of this research; how many of these am I using regularly? Which ones could I look to improve in? Which ones are more challenging?

If you would like to discuss this further with me - please let me know! I’d be delighted to open up these discussions and conversations