The Importance Of Good Behavior In The Classroom

As questioned by David Didau, “ What's good behaviour?”
Perhaps the teacher’s expectation of good behaviour in a classroom is “sitting still, doing what you're told, speaking when you're spoken to and generally following instructions.” He further points out that, the situation would be ideal from a teacher’s point of view, but for the matter of fact students go to school to learn and not only to behave themselves. (Didau, 2014)
During my observations, I have learnt various behaviour for learning strategies. Teachers use different methods with different age groups and sometimes strategies even differ in different subject areas. With the support of my observations and my readings, I have understood behaviour for learning encompsses classroom

Classroom Rules (relationship with others and self)
According to Hook and Vass (2002), it is important to have a clear, positive and fair set of classroom rules. This is because it is easy for everyone to follow and remember.
It is argued that the students should be involved when deciding the classroom rules. Once the pupils are an active part of the process, they subsequently become responsible behaved. It also becomes motivating to behave yourself when you are aware of your boundaries. Finally, when students practice good behavior, it automatically raises their self-esteem. (Wright, 2005).

Building from that idea of collaborating with students to form the classroom rules, setting “observable rules” (Canter and Canter, 1992 p:51) is important too. That means, to form a set of rules, wherein the results in the form of good behaviour can be observed immediately, e.g. raising your hands up to answer a question. That can help students understand the expectation better when they witness their peers following the rules, they will more likely adopt it too. (Canter and Canter,

During my observations, I noticed if a lesson is well planned and if it is interesting for the class, the teacher decreases the opportunity for the students to misbehave. The challenge lies in making a lesson plan engaging for all the students in the class (Wright, 2005). Classrooms are now becoming dynamic learning areas, there are students with different interests, background, abilities all grouped together in one class. Therefore, a homogeneous lesson cannot work. Differentiation during a lesson has now become an important part of behaviour for learning. Students need to be motivated and challenged at the same time during a lesson. This would greatly bring down the opportunity or chance for any sort of misbehaviour.
Building on from the idea of lesson planning, a teacher has to be aware that they use positive and different use of questioning in the class to promote good quality thinking.(Rogers, 2015) To further highlight what Kyriacou (2009) states, there appear to be three central and crucial aspects to pupils’ engagement during a lesson.
• Attentiveness : relates to the way teachers can maintain a high level of students attention and concentration during a