Rethinking Behaviour Management In The Maths Classroom
- By Mx Gishen
"It’s something we have all experienced as Maths teachers; you plan a solid lesson, only to spend half of it redirecting energy and focus because of disruptions and misbehaviour. It’s frustrating, exhausting, and unfortunately, all too common.
So how do we tackle this?
I could tell you to stick rigidly to the school's behaviour policy. I could tell you to follow through on every warning so students take your word seriously. Or I could reassure you that with experience, you'll learn smarter, subtler ways to manage behaviour. And all of that might be true.
But I want to look deeper—at something we often overlook: the learning environment itself.
Is the Problem Really Behaviour?
We’ve all seen that meme comparing classrooms from the 1800s to today: desks in neat rows, students seated in silence, facing a teacher at the front. Those classrooms were designed to prepare children for factory work. And while the factories may now be offices, many of our classroom norms haven’t changed.
But here’s the thing—not all of our students are headed for office jobs. In fact, according to 2017 EU data:
39% of EU workers mostly work while sitting down,
30% do jobs involving moderate physical effort,
12% perform heavy physical work,
and 20% spend most of their time standing up.
Teachers fall into that last category. So why are we expecting 100% of our students to stay seated for 100% of our lessons?
Movement Is Not the Enemy of Learning-
One of the reasons I chose teaching as a career was because it allows me to stand and move. I think better when I’m moving. In fact, I wrote the first draft of this blog while walking, using a voice-to-text app on my phone.
If you haven’t already guessed—I have ADHD. Just like many of our students and colleagues. Sitting still for long periods is not just uncomfortable—it’s counterproductive. Research shows that physical movement can improve focus, working memory, and learning outcomes, particularly in students with ADHD. But even beyond ADHD, movement supports regulation, engagement, and cognitive processing for a wide range of learners.
What Looks Like Misbehaviour Might Be a Cry for Change-
This is why I believe we need to stop seeing behaviour issues as simply students being “rude,” “disruptive,” or “defiant.” More often than not, it’s a sign that they’re dysregulated—that their environment isn’t working for them.
And when we create rigid policies that treat all students as if they learn the same way—no movement, no flexibility, no autonomy—we’re not just being unrealistic. We’re being passively ableist.
So What Can We Do?-
We can’t redesign the entire education system overnight, but we can make small, meaningful changes in our classrooms. Here are a few ideas:
1. Let students stand while working or use flexible seating when appropriate.
2. Incorporate movement into learning—turn maths into a physical game, a walk-and-talk, or a hands-on task.
3. Rethink control-based rules like “no leaving your seat without permission.” What if we trusted students more to move responsibly?
Most importantly, let’s stay curious about what behaviour is telling us instead of immediately trying to control it.
A Final Thought-
Behaviour management isn’t just about classroom order. It’s about creating an environment where all students can thrive. That means questioning policies and practices that weren’t designed with diverse learners in mind.
Let’s stop asking, “How do I get them to behave?” and start asking, “What do they need in order to learn?”
Because when we prioritise understanding over punishment, and flexibility over control, we’re not just managing behaviour—we’re modelling the kind of inclusive, compassionate society we hope our students will one day lead."
By Mx Gishen
Images of Mx Gishen supplied by the author.
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