DEVELOPING POSITIVE LEARNING BEHAVIOUR

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Together, we will explore :

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• Values and beliefs about behaviour

• Role models who demonstrate what works and what is it they do

• What effective communication  sounds, looks and feels like

• Cooperative team working to enhance pupil learning

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Warm up :

Introduce yourself to a partner and talk about each other’s professional role models

Join up with another pair and agree on what you all admire about those role models

Behaviour – some beliefs to consider

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Distribution of challenging behaviour?

In an average class in your school:? % are basically co-operative, considerate,

responsible and mostly amenable to positive, respectful and confident adult leadership

? % behave in attentional and distracting ways

? % present with emotional and behavioural difficulties

General principles• Recognise improving children and young peoples’ behaviour is linked

with improving their experience of learning

• Separate the behaviour from the child – e.g. ‘I don’t like this behaviour, but I like you.’

• Catch them being good – recognise small improvements before they are lost

• Don’t take rewards away once earned – this devalues them

• Don’t praise routinely – make sure it is specific and genuine

• As far as possible, praise in public, correct in private

General Principles • Involve children and young people in discussing what behaviour

needs to improve and understanding how their progress will be recognised

• Re-enforce the view that positive behaviour is a skill which can be learned

• Be consistent in implementing programmes

• Focus on improving one behaviour at a time and recognise progress frequently (small steps)

• Work closely with home wherever possible to seek support and improve parents’ perception of their child

Charlie Taylor’s checklist

Getting the simple things right

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Supporting pupils to make positive behaviour choices

• Raising self esteem• The 5 Rs framework• Us as positive role models

‘Evidence suggests that many children who behave badly in school are those for whom self-esteem is threatened by failure. They see academic work as ‘unwinnable’. They soon realise that the best way to avoid losing in such a competition is not to enter it’. (Elton Report, 1989)

Maslow’s hierarchy of needs

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Nathaniel Branden defines self Nathaniel Branden defines self esteem as:esteem as:

“ “ the disposition to experience oneself as the disposition to experience oneself as competent to cope with basic challenges of life competent to cope with basic challenges of life and as worthy of happiness. “and as worthy of happiness. “

He also believes:He also believes:

“ “Persons of high self-esteem are not driven to Persons of high self-esteem are not driven to make themselves superior to others; they do not make themselves superior to others; they do not seek to prove their value by measuring seek to prove their value by measuring themselves against a comparative standard. themselves against a comparative standard. Their joy is being who they are, not in being Their joy is being who they are, not in being better than someone else.”better than someone else.”

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How do you encourage your pupils to dare ?

““It is not because things are difficult It is not because things are difficult that we do not dare, it is because we do that we do not dare, it is because we do not dare that they are difficult.” not dare that they are difficult.” Seneca Seneca

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Some approaches which can build esteem and enhance behaviour:

• emotional coaching• solution focused brief therapy• circle time• circle of friends www.inclusive-solutions.com

The 5Rs

Rights Responsibilities

Rules Choices

Routines

Positive consequences

Negative consequences

Inevitability

Why being positive is important• Children and young people experiencing behavioural

difficulties have often experienced failure and have low self-esteem

• They have often received attention for negative or anti-social behaviour, we need to reverse this

• Adults will feel better about learners if they can seek out positive behaviour, this will ultimately lead to a more fruitful relationship

• Behaviour can change; the approach of teachers and teaching assistants makes a difference

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ActivityActivity

Think again of those colleagues whose relationships with pupils you most respect

Generate a list of adult behaviours which create rapport with pupils and raise their self esteem Keep them in mind as you make your list of positive behaviours …. words or actions.

Think beyond : “They make pupils feel good about themselves.” Figure out what it is they do or say that works.

Possible responses to:

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•This school is rubbish…..

•I’m no good at maths

•You don’t care about me.

•Kelly bullies me.

•No-one likes me.

•I can’t

•She always winds me up.

Ethos - what are your school’s values?– how does it ‘walk the talk’ of it’s values?

Behaviour policy – how could I tell, from walking round the school what is in the policy ?

Inclusion – what lengths do people go to keep the pupil with the most

challenging behaviour in school ?

Some questions about how your partner’s setting helps pupils to value and respect themselves:

Outside of our control

Influence

Immediate control

Empathy energy enthusiasm enjoyment

Check out how well you are looking after your well being

Come up with some golden moments to build into the timetable at your school.

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“Every now and then go away, have a little relaxation, for when you come back to your work, your judgment will be surer. Go some distance away, because then the work appears smaller and more of it can be taken in at a glance and a lack of harmony and proportion is more readily seen.”