If you have been teaching for even a few weeks, you probably already know that managing behaviour is… well, a journey. Some days are calm and sweet. Other days feel like every child has had extra sugar for breakfast. It happens to all teachers. No one is immune. That is actually why so many educators look for behaviour management training or even sign up for a behaviour management strategy at some point. Not because they are “bad” teachers, but because classrooms are unpredictable, and children come with their own moods, stories, and energy.
It’s almost like two teachers chatting in the staff room. Nothing fancy or stiff. Just simple things that help.
Before you try any technique or rule, focus on the relationship part. A lot of teachers skip this because we feel the pressure to jump straight into lessons. But children behave better when they trust the adult in front of them.
Take the first few minutes of your class to chat a bit. Ask about their weekend. Comment on their new bag. Notice the shy child who always sits quietly. These tiny things matter. Kids remember who listens to them, even if it is just for a moment.
Strong relationships make behavioural issues softer. Most behaviour management experts point out that connection often fixes problems even before they start.
Huge rule charts with complicated words look impressive, but they rarely work. Children follow rules when they feel part of the process.
Try having a small class discussion. You can sit on the floor together and ask:
“What do we need to feel good in this classroom?”
“How do we show respect?”
“What makes learning easier?”
Kids usually come up with helpful answers. And when they say it themselves, they take it seriously.
Keep the final list short. Maybe five rules at most. Short sentences. Easy words. Something they can truly remember, not just read once and forget.
This approach is common in good behaviour management strategy programmes because it builds ownership, not obedience.
One of the simplest and most powerful strategies is positive reinforcement. And no, that does not mean giving a sticker every two minutes. It just means pointing out good choices in a natural, sincere way.
Children hear a lot of “no”, “don’t”, “stop”, “sit”, and “quiet”. When you balance that with real acknowledgement, things shift.
You might say:
“Hey, I like how you waited patiently.”
“You shared the crayons without being asked. That was kind.”
“Nice job staying focused today.”
These small moments lift a child’s confidence. And when a child feels capable, they behave better. Many teachers find that after proper behaviour management strategies, their tone becomes gentler and their classroom calmer.
Kids need structure to feel settled. They may not say it, but they depend on routines. When they know what comes next, they feel more secure and less restless.
You can create simple routines for:
Use cues like a short phrase, a soft clap rhythm, or a visual card. It helps students move from one activity to another without chaos.
A good routine does half the behaviour management for you. That is something many teachers realise after attending a dedicated Behavior Management course.
One thing teachers learn quickly is that raising your voice almost never helps. Children shut down or push back. The atmosphere becomes tense.
A calmer approach works better. If a student is not listening or is disrupting, try using a softer tone, not a louder one. You can say something like:
“Let us try that again.”
“I can see you are upset. Take a tiny break and come back.”
“I want to talk to you after class, just you and me, so we can sort this out.”
This calm redirection keeps dignity on both sides. It prevents embarrassment. It also teaches children emotional control by showing them how you handle frustration without exploding.
Many behaviour management specialists say that tone is more powerful than rules.
A lot of behaviour issues come from emotional overload. Kids can struggle to express emotions like anxiety or sadness. Yet they may yell instead. Or ignore what adults say. Sometimes, they start arguments without reason. While words fail them, actions speak louder. So, teaching emotional vocabulary and emotional expression can change everything. You can use:
When children understand their emotions, they behave more thoughtfully. Behaviour improves from the inside, not from pressure.
This part is covered deeply in most behaviourial training programmes because emotional awareness affects every interaction in the room.
At the end of the day, your presence shapes the room. Not the posters, charts, or rules. You, Your tone, calmness, tiny smiles, and patience during tough moments. Your ability to reset and start fresh the next day. Children can feel all of that, even from across the room.
Good behaviour isn't control. It's showing kids the way, backing them up, and also giving them space to grow into themselves.
If you want even more structured methods, you can explore a behaviour management course or take a full Behavior Management course to deepen your skills. But even without that, you can start with simple, human steps.
Build trust. Keep rules clear. Notice good choices. Stay calm. Teach emotions. A few tweaks spread quietly across the space. Over time, it turns into a place where kids feel heard, while guiding them starts feeling real; less chaos, more connection.
