positive behaviour management. practical ways of being a positive teacher teaching environment –...
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Positive behaviour
management
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Practical ways of being a positive teacher
Teaching environment– table arrangement
rows or tables in groups
what are the uses and
disadvantages?
– displayswhat purpose(s) do they serve?
– availability of resourceswhy is this important?
– colour
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Practical ways of being a positive teacher
Planning and approach to teaching
• enthusiasm for subject• energy• pace• well-planned, interesting
activities • appropriate level – build in
success
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Practical ways of being a positive teacher
Teacher’s attitude to pupils
– develops a relationship with pupils
– greets the class in a positive way
– values pupils
– uses praise
– uses constructive language
– offers a positive role model
– makes effective use of verbal and non-verbal skills
– manages behaviour in a positive way
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Body language
• Facial and body expression– eye contact, smile, stance,
gestures, personal space
– confident– assertive, not aggressive
• Voice– firm, clear, not shouting
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Expectations
Set high expectations, but not unrealistic ones
– give clear and consistent boundaries
– establish simple routines – use rewards and sanctions in a
constructive way– explain expectations clearly – set them when you first take the
class, reiterate if necessary– are phrased in a positive way e.g.
instead of ‘ Don’t shout out’ you could say ………………………….
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Rules and routines
• What rules?
• What routines?
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Rewards
What are suitable rewards?
• rewards must be desirable to the students involved
• adapt reward system to suit individual pupils
• don’t forget attention and praise
• consider giving rewards more subtly
• phone call/postcard home
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Rewards
• how frequently do the teachers you work with give rewards?
• which rewards work best with Y7? Y10?
• which rewards do you plan to use?
• can you think of any more unusual rewards that might work for you?
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If expectations are not met– react with surprise, not anger– establish eye contact– stay calm and assertive– speak clearly and firmly– stay in control of your own behaviour –
don’t rise to the bait– reinforce what you do want– expect compliance by saying ‘I want you to
………. Thank you.’– reward a pupil who is doing what you want –
this will encourage the rest– address the primary behaviour– ignore secondary behaviour (Don’t get
sucked in)– focus on the offence, not on the offender– know when to be flexible
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If conflict escalates– react with surprise, not anger– establish eye contact– stay calm and assertive– speak clearly and firmly– stay in control of your own behaviour –
don’t rise to the bait– reinforce what you do want– expect compliance by saying ‘I want you to
………. Thank you.’– reward a pupil who is doing what you want –
this will encourage the rest– address the primary behaviour– ignore secondary behaviour (Don’t get
sucked in)– focus on the offence, not on the offender– know when to be flexible
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If expectations are not met
• Step 1 – tactical ignoring
• Step 2 – simple direction to student
• not across the room• use a positive statement, rather than a
negative one
• Step 3– repeat 2
– if pupil argues • don’t argue back• give a clear choice based on school
discipline procedure (Think this through ahead of the lesson)
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If expectations are not met
• Step 4 – give take-up time
• Step 5 – follow up the choice made by the
student– separate pupil and audience
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Sanctions
– make the sanction count– always follow through– don’t threaten what you won’t
enforce– don’t threaten to bring
someone else in– don’t bear grudges
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Useful Resources
• ‘Ped. Pack’ booklets– Improving the climate for learning
– Classroom management
• Books by Bill Rogers or Sue Cowley for practical tips
• Behaviour2Learn http://www.behaviour2learn.co.uk/
Room colours from Wang and Russ, 2008 Computer Classroom Wall Colour Preference and the relationship with Personality Type of College Students