Managing Behaviour and Differentiated Learning

• Withitness – the teacher is aware of everything happening in the classroom ("eyes at the back of the head") and students know it.
• Overlapping – handling two things at once (helping a group while noticing a disturbance).
• Momentum – keeping the lesson moving without slow-downs.
• Smoothness – transitions without abrupt jumps ("flip-flops") or dangling activities.
• Group alerting – keeping all students attentive (e.g. asking the question before naming the student).
• Ripple effect – correcting one student influences the behaviour of others who watch.

• Assertive Discipline (Lee & Marlene Canter) – teacher clearly states expectations, follows through with consistent consequences and positive recognition. Distinguishes assertive (clear, firm, respectful), hostile (aggressive) and non-assertive (passive) teachers.
• Choice Theory (William Glasser) – behaviour is a choice to meet needs (survival, belonging, power, freedom, fun); help students make better choices; class meetings.
• Logical Consequences (Rudolf Dreikurs) – misbehaviour comes from mistaken goals: attention, power, revenge, display of inadequacy. Consequences should be logically related to the behaviour (a student who spills water cleans it).
• Positive behaviour support – teach and reward expected behaviour; analyse the cause (ABC: Antecedent–Behaviour–Consequence).

1. Ignore minor attention-seeking where safe (planned ignoring).
2. Non-verbal signals – eye contact, gesture, moving closer (proximity control).
3. Use the student's name in the lesson; ask a question.
4. Brief private verbal reminder of the rule.
5. Offer a choice with a logical consequence.
6. Apply the consequence calmly and consistently.
7. Private conference; involve parents; refer to head teacher for serious cases.

Always address the behaviour, not the person; keep the student's dignity; and restore the relationship after the incident.

Differentiated instruction (Carol Ann Tomlinson) means adapting teaching to students' readiness, interests and learning profiles. A teacher can differentiate:

• Content – what students learn or the resources used (simplified texts, audio, advanced readings).
• Process – how they learn (tiered activities, manipulatives, peer support, varied grouping).
• Product – how they show learning (written test, poster, model, oral explanation).
• Learning environment – quiet corner, flexible seating, group norms.

Practical in large Pakistani classes (50–80 students): tiered worksheets (basic, core, challenge), flexible grouping, peer tutoring, monitors/group leaders, choice boards, and short formative checks to regroup students.