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As we approach the start of the next term I thought I would share some tips on behaviour management in a mathematics lesson. These are things that I have picked up over the years and have worked well for me. I am sure there are opposing viewpoints and you may find some of these tips work for you and some don’t.

Engaging students in our lessons so their behaviour contributes to learning is often a top priority for new teachers. Try not to think of behaviour management as separate to teaching but rather a direct result of it. An engaging and challenging lesson will do more to create a positive learning environment than any behaviour policy.

That said there are a couple of things you can do to set up an enjoyable lesson.

**Seating plans**

Get to know your student’s names as quickly as possible. Writing a seating plan is crucial to getting to know your students. How you arrange the plan depends on your teaching style and the needs of your class. Here are some common seating plans for a mathematics lesson.

If you have never taught the class before or don’t know the students ask your mentor or a colleague to help you. They will be able to advise who works well with who and who to avoid sitting next to each other. You may also need to allow space for a teaching assistant.

Some students may forget where they sit so make sure to check everyone is in the right place at the start of the lesson. Use your seating plan to address students by name as often as you can. This makes the students feel valued and helps them to understand the importance of sitting where they should.

**Follow the policy**

Consistency and reasonableness is key when teaching. Speak to your mentor about the school behaviour policy and get his/her advice on how to implement it in your lessons. What works well for them and could work for you? When the students understand you know the school rules they are less likely to challenge you on them.

The best behaviour policies are centred on praise and earning points for their House. Students should feel they have to work hard to earn your praise but when they do you acknowledge their hard work consistently and fairly. It’s up to you to define what hard work is in your lessons. The students will soon pick up what they have to do to earn your praise. Research shows the most effective praise vs sanction ratio for motivating people is about 6 : 1.

**Watch your students learn**

We all learn maths by doing maths. This is not a complicated idea but it is so often overlooked by too much directed teaching at the front of the class. We have all done it. As teachers we want to make sure the students have understood what they need to.

Look for ways to check their understanding at the start of the lesson. Mini-whiteboards, traffic lights and class discussions are all effective assessment for learning strategies to help you interact with students. The student planner often comes with a built in mini-whiteboard and set of traffic lights.

Knowing who can do what in the first 15 minutes of a lesson means you can focus your attention for the next 5 minutes on helping those who need it. You then have the rest of the lesson to watch your students learn so you can make the most of the plenary later on.

As I mentioned at the start of this blog these are things that have worked for me when it comes to behaviour management in a mathematics lesson. You will have your own teaching style. As is so often with teaching there is no one perfect answer, especially to something as complex as behaviour management. Please do leave a comment to share what works well for you.

June 5, 2019

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May 1, 2019

In this blog I will share some practical tips for using mini-whiteboards in a mathematics lesson. I use mini-whiteboards nearly every lesson because they help the students show me the progress they are making. When I understand what the misconceptions are I am able to address them in subsequent examples as part of my feedback. […]

April 17, 2019

Demonstrating student progression during a mathematics lesson is about understanding the learning objective and breaking that down into explicit success criteria. Using Success Criteria Take, for example, a lesson on calculating the area of compound rectilinear shapes. The intended learning objective was written on the main whiteboard. Success criteria were used to break down the individual […]

## Andrew Byekwaso says:

Good ideas some of which I have used!

## mrmath_admin says:

Thanks Andrew. Can’t help but wonder which ones?

## Tracey says:

If you have a child who has trauma history e.g home where domestic abuse is a feature, always sit them at the back of room. This helps them focus, their brain will scan for danger and sitting where you can see everyone helps calm the amygdala and so they can focus on the lesson. Never walk behind them and never stand over them, obvious I know but often fidgety kids get out at the front.