More learning time
This is probably my clearest measurable result.
I found that:
- less time is spent stopping lessons to address low-level behaviour
- lessons start more quickly
- transitions between activities become faster
- students begin tasks with less teacher prompting
- fewer interruptions are needed during independent work.
By the end of the inquiry, the average amount of learning time lost to low-level behaviour decreased compared with the Term 1 baseline. Students were able to begin learning tasks more independently, allowing greater amounts of uninterrupted teaching and learning time.
Students become more independent with routines
This is an important result because my strategies aren't just about making students behave — they're about changing the classroom systems so students know what to do without waiting for the teacher.
Evidence:
- students collect and organise resources without prompting
- students know what to do during transitions
- students move between activities more efficiently
- students use visual instructions rather than repeatedly asking the teacher what to do.
Students demonstrated increased independence in following classroom routines, particularly at the beginning of lessons and during transitions. Teacher prompting became less frequent as routines became more familiar and predictable.
Improved engagement
This is another important outcome.
- more students beginning tasks promptly
- fewer students disengaging during teacher instruction
- increased time on task
- fewer students needing individual redirection
- students completing more of the expected learning activity.
A possible result:
Students demonstrated increased engagement during learning blocks, with more students beginning tasks promptly and remaining engaged for longer periods without teacher intervention.
This was measured quite simply through 5-minute engagement observations.
At the beginning of the inquiry, 11/19 students were actively engaged during a 10-minute independent task. By the end of Term 3, 16/18 students were actively engaged during the same type of observation.
A calmer classroom climate
How do my responses to behaviour influence classroom climate?
I found the classroom feels:
- more predictable
- calmer
- less interrupted
- less dependent on teacher correction
- more respectful
- more focused on learning.
A change in my own teaching practice
I have found that I have changed the way I respond to behaviour.
For example:
Before I would have...
Noticed behaviour → stopped teaching → addressed behaviour → repeated instructions → restarted learning.
After (now I)...
Anticipate potential difficulty → pre-correct → use visual/non-verbal cue → reinforce expected behaviour → maintain learning flow.
Reflection:
I became more deliberate in anticipating behaviour rather than responding only once disruption occurred. I used pre-correction, predictable routines, visual supports and non-verbal cues more consistently. This reduced my reliance on whole-class verbal correction and enabled me to maintain the flow of learning.
