Positive Behaviour Management

Caroline Wheatley & Clive JonesInclusion Support Services

Purpose of session

• A focus on developing understanding of issues relating to the management of children’s behaviour and helping you to promote good behaviour in your classroom.

Outline of sessionStandard 1: Set high expectations which inspire, motivate and challenge pupils•Linking emotions to teaching and learning

Standard 7: Manage behaviour effectively to ensure a good and safe learning environment•Rules, Rewards and Consequences, Routines, Language of choice, Use of environment

Consider

What are your own memories of school?

“They won’t remember WHAT you teach them, or HOW you teach them; but they will remember how you made them feel.”

Your best teacher

What did your best teacher do that made you want to learn?

Activity one

Draw a house

The cyclical approachKnow what you want and why

Expect it, model itPlan for it

Recognise, Reinforce, Communicate itKnow what you want and why

Expect it, model itPlan for it

Recognise, Reinforce, Communicate itKnow what you want and why

Expect it, model itPlan for it

Recognise, Reinforce, Communicate itKnow what you want and why

Expect it, model itPlan for it

Recognise, Reinforce, Communicate it

The 4 goals of misbehaviour

Attention – shouting out, being last to the carpet, wandering, leaving the classroom.

Power – refusal to comply, bullying

Revenge – theft, damage.

Display of inadequacy or escape by withdrawal – not working, copying, ‘can’t do it’, no PE kit.

The 4 goals of misbehaviour

So if we feel…… the behaviour is likely to be

Irritation, annoyanceIrritation, annoyance Attention seekingAttention seeking

Anger, “How dare you Anger, “How dare you challenge me?”challenge me?”

Power seekingPower seeking

Hurt, disgust, “How could Hurt, disgust, “How could anyone do that?”anyone do that?”

Revenge seekingRevenge seeking

Frustration, hopelessness, Frustration, hopelessness, impatienceimpatience

Displaying inadequacy or Displaying inadequacy or escape by withdrawalescape by withdrawal

Emotional supportChildren need to feel:•Safe•Welcome•Valued•Supported•MotivatedHow will teaching and learning in your classroom enable this to happen?

Creating an inclusive learning environment

The establishment of an inclusive learning environment needs careful planning, monitoring and evaluation of the following:•Systems•Routines•Relationships•Resources

Setting the sceneBefore a lesson consider the following:

•Are resources available and easily accessible?•Are support staff briefed?•Are visual cues available to support oral or written instructions?•Are materials and tasks differentiated to meet the range of ability?•Are language needs addressed?•Are instructions clear and repeated in small chunks as necessary?

A teacher must:Set high expectations which inspire, motivate and

challenge pupils•Establish a safe and stimulating environment for pupils, rooted in mutual respect.•Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions.•Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

A teacher must:Manage behaviour effectively to ensure a good and safe learning environment

Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous

behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy

Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using

praise, sanctions and rewards consistently and fairlyManage classes effectively, using approaches which are

appropriate to pupils’ needs in order to involve and motivate them

Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

So what?•Have you looked at your school’s Behaviour Policy?•Are there common systems in school to manage behaviour?•Are there school rules?

– Could you write them down?– Are they displayed? Is it just wallpaper?– Do you teach them and reinforce them?– Do you refer to them?

RulesWe all need rules

Some children come from households without them

Classroom RulesRules should be:Rules should be:

•Few in number and positively phrasedFew in number and positively phrased•Discussed with pupilsDiscussed with pupils•General enough to cover all classroom situationsGeneral enough to cover all classroom situations•Clearly displayed and frequently referred toClearly displayed and frequently referred to•Linked to the school’s behaviour policyLinked to the school’s behaviour policy•Teachable and enforceableTeachable and enforceable•Reviewed regularlyReviewed regularly

Positive Behaviour Management•What does Positive Behaviour Management look like to you?

•How would you evidence positive behaviour management in your classroom/setting?

Positive Behaviour ManagementClassroom / group rules (involving pupils) Classroom / group rules (involving pupils)

Established routines Established routines Using praise and rewards Using praise and rewards

Keeping on task (different strategies)Keeping on task (different strategies)Behaviour remindersBehaviour reminders

TimingTimingConsequences (ladders etc)Consequences (ladders etc)

Building relationships (self esteem / team building)Building relationships (self esteem / team building)Staff confidence in the system (expectation of Staff confidence in the system (expectation of

compliance)compliance)

Working in partnership – Outside Agency Support

Inclusion Support Services Outreach TeamLearning Support Service

Autism Communication TeamEducational Psychology Service

Youth ServiceEducational Welfare Officers

School Nurse‘Get Real’ Team

Hearing Impaired ServiceVisually Impaired Service

CAMHSOthers…

Other sources of information

•Hand outs•Teachers TV - Sue Cowley Teaching Routines Y3 (see You Tube or TES website)•DFE website•Peter Hook•Andy Vass, e.g. 7 common mistakes•Bill Rogers•Paul Dix