Behaviour Week 5 | Low-Level Disruption

Duration: 40 minutes

Ms Silva feels she can secure positive behaviour from most pupils most of the time. However, she occasionally finds a few pupils are not following her instructions or are being disruptive in subtle ways. For example, having whispered conversations during a silent task, or turning around to talk to others when she is not looking. Ms Silva worries that, over time, others will begin to follow suit. How can she address this low-level disruption?

2. Key Idea

Tackling low-level disruption – both proactively and reactively – can improve learning and foster a positive classroom environment over time.

3. Proactively Addressing Low-Level Disruption

Ms Silva has noticed occasional instances of low-level disruption. Research suggests there is a link between time on task and pupil learning (Muijs & Reynolds, 2010), so low-level disruption is a problem because it reduces time on task, making the learning environment less effective. Effective teaching can address this by proactively avoiding problem behaviours where possible and reacting to get learning back on track (IES, 2008).

Ineffective learning environments, pupils are clear about what they are expected to do (IES, 2008). Ms Silva has already considered how to convey clear behavioural expectations through routines, instructions and directing pupil attention. Fundamental to this is ensuring expectations are specific enough for pupils to know exactly what they are expected to do, without any confusion or ambiguity, making it less likely they’ll go off-task. For example, ”I expect everyone to be silent, with pens down and eyes on me” is more concrete than “I need your attention”, where it is not clear whether pupils are still allowed to talk, where they should be facing or what exactly they should be doing. In the second example, confusion or ambiguity could lead to pupils going off-task. Alongside clear behavioural expectations, it is also helpful if teachers explain the purpose and benefits of a task so pupils know both what they are expected to do and why.

She can also be proactive by positively reinforcing these expectations through acknowledgement, and drawing attention to these behaviours. For example, once she has shared a concrete behaviour, she can say ”I can hear Sarah and Katie talking in partner voices about question 2.” She could also make links to shared values and classroom and school culture: “I can see Katie and Sarah are taking turns, which is respectful.” She should however avoid lavish praise unless expectations have been exceeded, as unwarranted praise lowers pupil motivation (Coe et al., 2014).

4. Reactive Teacher Reminders Help Pupils Stay on Task

5. Improving pupil-teacher relationships

Consistently addressing low-level disruption can also improve pupil-teacher relationships and pupil wellbeing. Pupils have positive perceptions of predictable and secure learning environments, where teachers effectively monitor and manage the class (Rathmann et al., 2018). In contrast, when teachers show low expectations of pupil success, this can lead to reduced pupil self-belief and motivation (Tsiplakies & Keramida, 2010). This can sometimes happen in an unspoken and unintentional way. For example, correcting minor transgressions by some pupils but not others can imply the teacher thinks some pupils are more likely to misbehave or less able to complete a task than others. This can have a knock-on effect on pupil motivation and learning, which can be particularly detrimental for low-attaining pupils (Gutman & Schoon, 2013). Teachers must be careful not to inadvertently communicate low expectations by permitting low-level disruption or being inconsistent. What we permit, we promote.

6. Nuances and Caveats