One of the biggest challenges all teachers face is low-level disruptive behaviour. Sometimes—often, I would say—teachers are even unaware of it, and that can pose risks such as disengagement, inconsistent classroom management, or shorter attention spans. In the early years, low-level disruption comes naturally because young children need to learn social cues and other behaviours that humans adopt when living in society.
Although structured teaching is reduced to a minimum in EYFS, there are still moments during the day when children are required to follow basic rules like listening or walking in a line; and children may struggle following such rules. Despite the causes of these behaviours are different in EYFS (not deliberate), it is still important to acknowledge and address them to ensure a positive and calm learning environment.
WHAT CAUSES LOW-LEVEL DISRUPTIVE BEHAVIOUR
Boredom: Young children learn through play and through hands-on experiences. If the activities that teachers plan are not visually appealing, engageging, or age-appropriate, children will become disengaged, and it is very likely that disruptive behaviour will start.
Attention-Seeking: As we said before, Reception children need to develop their social skills, and they often seek attention, whether positive or negative. They display that disruptive behaviour in order to gain your attention. Identifying this, and strategically ignore that behaviour is key to success. In these cases, I recommend to privately speak to the child later, and explain that those kind of behaviours will never gain your attention (teach them to put their hands up, or do whatever you ask them to do whenever they want to speak or ask for something.)
Peer Influence: Children in Reception often mimic their peers. If one child exhibits disruptive behaviour, others may follow suit to fit in or gain acceptance. We can mitigate this by cultivating a positive classroom culture that encourages cooperation and empathy.
Transition and Routine Challenges: Young children thrive on routines and may become disruptive when transitions are unclear or frequent. Consistent routines and providing clear expectations are essential in minimising disruptions.
Developmental Differences: Reception classes present a wide variety of developmental stages. Some children may struggle with self-control or emotional regulation, leading to disruptive outbursts. We need to identify these differences to provide appropriate and individualised support.
IMPACTS ON EARLY LEARNING
Reduced Concentration: Disruptive behaviour can hinder a child’s ability to concentrate on learning tasks. Noise, interruptions, and off-task behaviour can disrupt the learning environment, affecting comprehension and retention of information.
Instructional Interruptions: Frequent disruptions divert the teacher’s attention away from instruction, affecting the entire class. Valuable instructional time is lost as the teacher addresses disruptive behaviour, potentially impacting all students’ learning.
Cumulative Effects: Consistent exposure to low-level disruptive behaviour can lead to decreased engagement, knowledge gaps, and reduced academic achievement. Early negative experiences in Reception can have lasting effects on a child’s attitude towards school.
EFFECTIVE STRATEGIES FOR MANAGEMENT
Clear Expectations and Routines: Establishing clear expectations and routines helps young children understand what is expected of them. Use visual cues, simple language, and regular reminders to reinforce behavioural norms.
Positive Reinforcement: Praise and rewards for positive behaviour are effective with Reception-age children. Verbal praise and small rewards, like stickers or certificates, can motivate and encourage appropriate behaviour.
Individualised Support: Recognise that each child is unique. Differentiated instruction and targeted interventions can address specific behaviour concerns or academic difficulties. Building positive relationships with students is crucial for providing this support.
Collaboration with Parents: Maintain open communication with parents to create a unified approach to behaviour management between home and school. Consistent strategies at home and school reinforce expectations.
Teacher Self-Care: Teachers must prioritise self-care to manage disruptive behaviour effectively. Stress and burnout can hinder a teacher’s ability to respond calmly and constructively.
In conclusion, managing low-level disruptive behaviour in Reception requires a holistic understanding of its causes and impacts. Proactive strategies, clear expectations, positive reinforcement, individualised support, collaboration with parents, and teacher self-care are key to creating a positive and productive learning environment for young learners.
Mr Sanchez Tutoring 