Behaviour management in Computing: unique challenges and strategies - TC meeting

Key Takeaways:

• Computing classes pose unique behaviour management challenges due to technology access and distractions.
• Consistent routines and clear expectations are critical to fostering a productive learning environment.
• Practical strategies, like seating plans and "Do It Now" tasks, help streamline lesson flow and reduce disruptions.
• Tools such as Impero and NetMonitor can be used to limit distractions on computers during lessons.
• Engaging lessons and a strong start with achievable tasks promote good behaviour and classroom focus.

During the recent thematic community meeting on Behaviour Management in Computing, led by Neil Rickus, attendees discussed the unique challenges computing teachers face when managing classroom behaviour. While behaviour management is essential in all subjects, teaching computing brings specific complexities, primarily related to the presence of technology, which can often become a source of distraction for students.

Neil began the session by asking participants to reflect on why managing behaviour for learning is so critical in the classroom. The responses highlighted that without effective behaviour management, students cannot fully engage with the material, and their progress suffers. This affects not only the individual but the wider class environment and ultimately, the teacher's own well-being. Indeed, Neil shared the concerning statistic that up to 50% of teachers leave the profession within five years, often citing behaviour issues as a major factor.

A central focus of the session was the role of consistent routines and expectations. Neil emphasised the importance of starting lessons with a strong, structured task—like a "Do It Now" activity. These tasks engage students immediately, setting a positive tone for the lesson and reducing opportunities for distraction. Key to this is ensuring the task is both simple and achievable, giving students a sense of success early on.

Participants also explored the value of seating plans in managing behaviour, particularly in a computing setting where certain students may need additional support or monitoring. While seating plans can facilitate a smoother start to lessons, they also contribute to consistency and classroom management, especially when combined with clear rules that students help to establish.

When it comes to managing distractions in computing, the session covered both digital and physical strategies. Software tools like Impero and NetMonitor allow teachers to monitor students' screens, block access to distracting sites, or even disable computers during teacher-led discussions. Physical strategies, such as asking students to sit on their hands when not using the keyboard, were also discussed as simple yet effective methods to keep students focused.

Neil also highlighted that great teaching can act as a powerful behaviour management tool. When lessons are engaging, relevant, and inclusive, students are more likely to participate actively and exhibit positive behaviours. For computing, this means selecting activities that spark curiosity, such as exciting programming tasks, rather than starting a term with administrative or assessment-heavy tasks.

 

Next Steps:

It's worth reflecting on the following questions:

• How consistent are the routines in my classroom? Do I set clear expectations from the start?
• Are my "Do It Now" tasks engaging and achievable, setting a positive tone for the lesson?
• Do I make use of digital tools to minimise distractions? Could tools like Impero or seating plans improve behaviour management in my lessons?
• How often do I plan lessons that are designed to immediately capture students' interest?

Example Exercises:

• Implement a "Do It Now" task at the start of each lesson that revisits prior learning or introduces a key topic in computing.
• Consider developing a seating plan that places students strategically based on their behaviour needs and learning styles.
• Test out tools like Impero or Google Classroom to streamline lesson resources and limit distractions.

Further resources: 

DfE Guidance - Behaviour in schools

HMCI commentary: managing behaviour research

Teacher toolkit article

UKCIS Online Safety Audit Tool

Rosenshine’s Principles of Instruction

 

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