Page 87: How do I manage behaviour in my EYFS classroom?

Page 87: How do I manage behaviour in my EYFS classroom?

As part of your daily routine, that day to day managing of classroom behaviour is fundamental in your smooth running of the day. In my practice, managing behaviour stems upon setting high expectation. Establishing high expectations for your learners inspire, motivate and challenge pupils. This comes directly from the Teaching Standards, what as teachers, we must demonstatre and strive towards in our everyday practice.

Part One Teaching: A Teacher must

1. Set high expectations that inspire, motivate and challenge pupils

- Establish a safe a stimulating environment for pupils, rooted in mutual respect

- Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions

- Demonstrate consistently the positive attitudes, values and behaviour that is expected of all pupils

To promote high expectations in my classroom, today I am going to share my 5 most valued behaviour management strategies that have worked for my pupils in the EYFS over the last year and a half.

1. My Tambourine

As a cohort, we work across both classes with a wonderful open (in and outdoor provision). This means that we have 60 learners. We needed to ensure we had an approach to gather all children's attention at the same time. Building up over time playing tambourine games, when the tambourine rings, children have to stop, put learning resources down and wiggle their fingers. Super simple, quick and practical.

2. Heads, shoulders, knees and toes

This is what I used for whole class attention and regaining attention during a group/whole class input if needed. I simply say 'Heads' and now children know whats comes next, finishing by saying and touching shoulders, knees and toes, finishing super sitting and ready to learn. This is great it works sitting down and standing up e.g., when forming a smart line to walk around the school. The simplicity of it and the instructions means it is quick for new learners to pick up or use with any class. 

3. If you're listening touch your ...

Particularly in group time, this is one of most valuable strategies in regaining focus and supporting all learners in activating their listening and attentions skills. In a whispered voice ( so children have to zone in), I give the children a simple instruction to follow. when all learners have noticed, I change the action, quickly stop and begin my further instruction/input. 

4. Super sitting monitor

In my class we are super sitters! This means our legs are crossed, hands our in our laps, mouths are zipped and we have a smile on our faces! Most of out teaching input happens in small groups or whole class, sat in a circle. I simple work my way around the circle using positive precise praise to motivate individuals and 'beep beep beep' when a child needs a reminder. The children love this and it works really effectively in my classroom.

5. Instant rewarding

Instant rewarding was a suggestion given to me in my second year placement, the school I have my job at ! When a member of SLT came to observe a session for my midpoint evaluation, I was given the adive to use instant rewarding for quick motivation. This is really succesful in the EYFS where our learners typically are developing their listening and attention skills and their attention span is shorted. I have used this ever since and it works so well, particularly for targeted individuals. 

I hope you have found this post helpful or just an interesting read! I would like to add the key note that all learners and all classes are different; whether that is phase to phase or just cohort to cohort. The trick is getting to know your learners, trail motivators that work and do not and reform these into successful strategies - creating expected routine.

- Miss Yeoman

DfE Teaching Standards: https://assets.publishing.service.gov.uk/media/5a750668ed915d3c7d529cad/Teachers_standard_information.pdf