now use repetition rather than responding to the secondary things that the child says after you have asked them to get number two use the power of names for every single one of us our name is one of those words that really means a lot even if you hate your name your name is still a crucial part of you when you're dealing with behavior you cannot overuse the child's name so let's say Joe's misbehaving and we go to him Joe I need you to get on with your work now know you can do it and by using the Charles name you maintain their attention you demonstrate the power of that relationship you have with them and you also reach out to the bit inside them that really feels you care number three blame the policy one of the key things to remember with behavior it's not about you versus the child it's about the child and the school behavior policy and a great way to defuse tension and to remind everybody involved that this isn't personal is to refer to your policy so let's say the child is out of their seat you go up to them .

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and you say I notice you're out of your seat now I think you'll find in our policy on page two sub-clause double-eye it says that children should remain in their seat at all times pop back to your seat now like it says and that way you show them that it's not about you versus them it's about what the policy asks you to make them do so they can get on with their learning number four distract defer defuse when we face an issue of difficult behavior it's really tempting to dive in and immediately deal with what's going on but small children are very very easily distracted so that should always be your first port of call let's say little Jimmy's playing with the blue tack or the glue sticks you obviously need something to do with this hand so rather than focusing in on the behavior get him up get him out of his seat Jimmy I notice you've got a lot of energy there I pout if you see can you hand these out for me .

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so that's the way you distract them defer now often we will want to jump on a behavior instantly when that behavior isn't actually causing us an immediate problem if you can defer dealing with the situation until everybody in the class is on task then you can deal with it on a much more personal basis so you're busy whole class teaching somebody kicks off you say to them I'll come and talk to you in a moment all right everybody let's get straight on to us and then the third thing you need to do is you need to defuse when children are getting really defensive aggressive and difficult and one of the key ways in which we defuse the situation is by using very unemotional language very unemotional tone of voice so when you're teaching you're full of tone and excitement and enthusiasm .