Setting Boundaries

Small group activity

• Imagine……….

School Behaviour Policy

In the same groups – 5/10 minutes

• Discuss your school’s behaviour policy– What is working?– What is not working?– What would you like to change?

School and ClassroomFair and effective school behaviour policies

need to consider:

AND consistency between the individual classrooms and across the school

1. Rules

• Safety

• Predictability

The most effective rules are:

• clear and positive

• able to be taught

• readily referred to and easily reinforced

• applied at all times

• displayed in the classroom

• few in number

Have a dream….

Teaching the rules

Junior Pupils

2. Routines

Poor habits include:• Chaotic entry to the classroom.• Lack of basic equipment.• Delay in responding to the teacher’s signal to

pay attention.• Changing from one activity to another.• Interfering in the work of others having

completed a task early.• Leaving an area in chaos after an activity.

3. Rights

Pupils and teachers have rights in the classroom. Pupils have the right to:

►Be safe

►Feel safe

►Be valued

►Be respected

►Learn

4. Responsibilities

So what responsibilities do your pupils have?

These may include:• To treat the other children kindly.• To pay attention, to listen and to take part

in lessons.• To learn that other children have different

ideas and different skills and not to make fun of them because of that.

5. Rewards

• What’s in it for your pupils?• This links to motivation (Chapter 5 in Rob Long)

which is “a state of readiness or eagerness to change, which may fluctuate from one time or situation ot another. This state is one that can be influenced”

(Miller and Rollnick, 1991).

• Points to note:– Not all pupils are motivated– Some pupils need extrinsic rewards– Some pupils need tangible rewards– Motivation depends on the situation

Rewardsthat are immediate, consistent and fair

In class,• be quick to ‘catch them being good’• be ready to praise for effort and

application• be prompt to show recognition to those

who respond to class rules and routines• be quick to thank individuals, groups and

the class as a whole• have a reward structure in place

Whole class rewards

• Marbles in a jar

• Footballs into goal

• Ticks on a sheet

With good prizes

Sanctions

• known and clearly understood by all (pupils, teachers, parents and carers)

• seen as fair and applied consistently

• accepted as a logical response to particular behaviour

• proportionate to the misbehaviour or non-compliance

• transparent and cumulative

Where we do use sanctions, it is important that they are:

Setting up to succeedClassroom Organisation

• Space

• Light in the classroom

• Temperature

• The use of colours

• Sound or noise levels

(see Rob Long, p.82 – 84)

A further thought on lesson preparation and planning :

1st Lesson

Break 2nd Lesson

Lunch 3rd Lesson

Maths

2 + 2 = 4

History Reading

One way to make sure that unacceptable behaviour is kept to a minimum is to plan and prepare lessons well:

Lesson Structure:

9.15 – 9.30 Listen to teacher

9.30 – 9.40 Writing work

9.40 – 10.00 Colouring

10.00 – 10.15 Making models

TIME FOR A BREAK