The power of consistent movement around the learning environment can be overstated. Teachers should (where practical) be walking around the classroom, this will eliminate parts of the room where students feel like they can 'hide' or be off-task. If you couple good movement with the deft use of proximity it will reduce incidents of you needing to use other interventions dramatically. Proximity is standing relatively close (an arms length) to a student who is off-task, either adjacently or behind and teaching the class from that position. It is important when standing in proximity to not address the students behaviour, your presence should be the indicator that they are off task.  

Cross Praising involves using the positive acknowledgement of another student to address the off-task/undesired behaviours of another. This would look like, for example, awarding the student behind the off-task student with a B for being on-task. This will hopefully have the desired effect of directing the off-task student to the expected behaviour. 

This can become powerful when accompanied by a simple tap on the table of the off-task student. This unconfrontational technique sends a subtle signal to the student that they are not on task and should adjust their behaviour.  

Pivot Phrases are pre-planned language you can use to address a student who is being argumentative. There are a few basic pivots and this will help you avoid unnecessary confrontation with students. This will save you time and affirm that a teacher need not negotiate with students in all circumstances. See some of the following phrases here.  

It is also important to remember that if you find yourself in an argument with a student to (where practical) separate them from their peers. You will find students much more receptive to your instructions if they no longer feel the need to 'save face' in front of their peers. 

Different students respond differently to praise and direction. It is useful to have an established 'bank' of pre-planned positive reminders and ways of giving direction for your class. It will make it considerably easier to address problem behaviours during your lessons, as well as helping you to navigate the nuances of student/teacher interactions by avoid confrontation. See some examples of these here. 

In addition to the above strategy it is important to remember that students will often become confrontational when they feel they need to 'save face'. Give a student a choice between options you (the teacher) have provided enables to student to feel as though they have ownership over their behaviour and provide them with a way to comply with your instructions without losing face.

It is almost always more effective to direct students to the expected behaviour than to consistently address off-task behaviours. Teachers can provide positive praises and directions to the whole class. For example, thanking the students for being respectful and being quiet before you give instructions. This has the desired effect of both acknowledging the students who are demonstrating the expected behaviours, as well as bringing awareness of the expected behaviours to those students who may be misbehaving or off-task without confronting them in front of the class. 

Establishing a entry and exit routine is essential in establishing a safe, orderly and inclusive learning environment. It creates consistency for students and establishes a classroom environment which will enjoy considerably more student compliance. 

In class interventions are not going to work in all situations all the time. It is important to also have a bank of consequences you can use to enforce the expected behaviours in your classroom. Enforcing consequences in your classroom teaches the students how they are required to behaviour in the classroom. It is important when using consequences in your classroom that you are consistent and the consequences are reasonable. Consequences that are out of proportion of the behaviour exhibited and consequences that are inconsistent can damage the relationship you have with your students.  Some consequences teachers can use listed below

• Recess/Lunchtime/After-School Detentions.

• Work Catch-Up Sessions. 

• Rubbish Pick Up and Room Cleaning. 

• Class Restart/Re Line up. 

• Removal of desired tasks. 

• Contacting home to speak to parents to organize a consequence (this is a very powerful strategy). 

A large number of Tier 1 behaviours can be eliminated with the implementation of a seating plan. Students can be placed in a permanent seating arrangement to avoid undesired behaviours from occurring. Pairs/Groups of students who are consistently not demonstrating the expected behaviours should be separated. If practical students should be separated from those other students who negatively impact their learning and group/paired with students who can support their learning.  

It can be argued that the best behaviour management strategy is not to have to manage behaviour at all. The use of meaningful and appropriate differentiation is prevention rather than a cure when it comes to behaviour management. If students are engaged with the work and can access the learning the chances of students not demonstrating the expected behaviours is significantly reduced. Often teachers will find that a student will be off-task because they are unable to access the learning or complete a task. For example they have a low reading ability so rather than be seen as unable to complete a task they will act out in order to avoid participation. As a teacher you should have a bank of differentiation tools that you can implement in your classroom.