ABSTRACT
In managing the more challenging behaviours present in classrooms, it is easy to overlook the well-tried and successful low-level techniques. A key element of good practice in behaviour management is the use of prevention. Dealing with potential difficulties before they escalate creates a teaching and learning environment that successfully meets the needs of both teacher and student. Successful classroom managers do not focus simply on one activity at a time, that is, taking the register, preparing/handing out work, assisting an individual student, rather, they are 'multi-tasking', using regular verbal reminders, non-verbal signals and visually scanning the whole room. This is a proactive, rather than a reactive, approach to classroom management. The intention is to reduce or eliminate incidents that have the potential to escalate into more challenging situations. It requires the teacher to be aware of the whole environment, and to structure the classroom in such a way that all areas are accessible.
