Behaviour Management for Primary NQTs

Session 2: Setting appropriate expectations for individuals and groups

Mark Holdaway

Associate Trainer

(Brighton & Hove Pupil Referral Unit)

Aims of the session

We will explore:

• How expectations about behaviour are set for individuals and groups and the associated issues

• Using expectations in the classroom

• A solution-focused strategy for developing expectations

• How to change and develop expectations for the individual and the class

• Creating a positive learning environment (physical and emotional)

and will continue to build on:

• A proactive checklist for positive behaviour management

Why are expectations important?

• Children and adults need to know what is expected of them if they are to be successful (boundaries, routine, consistency and understanding)

• Clarifying expectations helps to create a positive atmosphere by emphasising what is wanted and valued

• Stating specific expectations offers a framework for explicitly identifying the behaviours you need to teach so that all children have the opportunity to succeed (black & white, avoid grey; always state the obvious)

How do you set expectations?

Expectations are set

Children’s response

impacts on teacher

How do you react to children who do not respond to this? How do other staff view this?

Teacher Children

A solution-focused strategy for developingexpectations in my classroom

I feel I have not helped children understand my expectations about their behaviour for learning at all

0 10I feel I have helped children

understand my expectations about their behaviour for learning very

successfully

What have you done to allow the children to understand your expectations?

How could you move them onto the next point?

Is that good enough?

Setting and changing expectations

• Explicit description of the behaviour you require

• Clarity: use precise language

• Involvement of children

• Involve support from colleagues as necessary (do you feel comfortable doing this?)

Reviewing expectations

• Consider how you will monitor the success of your expectations

• How frequently will you review what is happening in the classroom?

• How will you involve the children and others?

• How will you celebrate success?

• How will you deal with any revisions?

Classroom organisation for positive behaviour: emotional

Children need to feel:

• safe

• welcome

• valued

• supported

• motivated

Practically, what does this look like?

We have considered:

• Setting and reviewing expectations for a teaching session

• Why we need expectations

• How to set effective expectations

• The use of rating scales as a solution-focused tool for promoting change

• How to change or refine expectations

• The advantages of specific classroom layouts

• The relationship between the emotional environment and the achievement of high expectations

Relationships

• You need to have a positive relationship

• Relationships develop naturally

• They can be positive or negative

• Maintenance may come naturally

• May need to be planned

• Relationships take time

• Involve others – staff, parents/carers, etc

• Keep a healthy ‘bank balance’

Tips on using praise

• Aim for a ratio of 8:1

• Start the lesson by praising specific things from last session

• Be genuine

• Make praise specific – relate to the 5 Rs

• Choose carefully when to give it

• Praise what matters to children as well as what matters to you

cont...

Tips on using praise (cont…)

• Keep going even if children don’t acknowledge your praise – it works on the inside

• Don’t ‘qualify’ praise

• Acknowledge any effort the child has made – praise is a consequence of that effort

• See the child individually and tell them what you observed

• A quick positive note or phone call home can work wonders

I don’t like this child!

What separates them out in terms of:

• their behaviour towards you

• their behaviour towards peers

• their attention span

• their academic success

• how they feel about themselves

• their support from home

• their ability to do what they promised?

Our own feelings

• Annoyed

• Angry, provoked

• Hurt

• Defeated, discouraged

In this session we have:

• considered the importance of positive relationships

• shared ideas for building positive relationships

• considered why and how to use praise

• discussed why it is more difficult to build and maintain positive relationships with some children than with others

• discussed why ‘labelling’ children happens and how it can perpetuate negative behaviour

• applied solution-focused strategies to a classroom issue