Behaviour for Learning Behaviour for Learning Behaviour for Learning Behaviour for Learning

Ice Breaker

∗ Creating an outfit for your first day with your class.

Getting to know you

∗ Find someone who….

Ground Rules

∗ Statutory requirements with regards

to behaviour management

∗ Factors that might affect

children’s behaviour

∗ The principles of behaviour for

learning and how this impacts on

teacher’s practice

We will consider…We will consider…We will consider…We will consider…

Teachers are accountable for achieving the highest possible standards in work and conduct

∗ 7. Manage behaviour effectively to ensure a good and safe learning environment

∗ Clear rules and routines

∗ Take responsibility for promoting good and courteous behaviour in and around the school, following the behaviour policy

∗ High expectations of behaviour within a framework for discipline with a range of strategies

Teaching StandardsTeaching StandardsTeaching StandardsTeaching Standards

∗ 1. Set high expectations∗ Establish a safe and secure learning

environment, rooted in mutual respect

∗ Set goals that challenge pupils

∗ 2. Promote good progress and outcomes by pupils

∗ Guide reflection on the progress that

pupils have made

∗ Encourage a conscientious and responsible

attitude to work and study

∗ 5. Adapt teaching to respond to the needs of all pupils

∗ Know when to differentiate appropriately

Teaching StandardsTeaching StandardsTeaching StandardsTeaching Standards

Personal Development, Behaviour Personal Development, Behaviour Personal Development, Behaviour Personal Development, Behaviour and Welfareand Welfareand Welfareand Welfare

∗ Informed choices∗ Confident, self-assured learners∗ Pride∗ Value education ∗ Impeccable conduct ∗ Sustained improvements in behaviour

∗ Hard working ∗ Take action to prevent bullying ∗ Feel safe

Ofsted Ofsted Ofsted Ofsted

Expectations Expectations Expectations Expectations

Every school must have a behaviour

policy which must be publicised in

writing. This must detail the standard

of behaviour expected by students and

how this will be achieved.

Every school has their own individual

policy. This has to be followed, with

no deviation.

Statutory Requirements Statutory Requirements Statutory Requirements Statutory Requirements

∗ Start in the right place!

∗ Start with the basics!

∗ Modelling and Demonstration

∗ Respect and Relationships

∗ What constitutes professionalism? How

will this support behaviour

management?

Establishing Establishing Establishing Establishing

ProfessionalismProfessionalismProfessionalismProfessionalism

Look at the list of

disruptive behaviours.

Identify those

behaviours that you have

seen and dealt with

recently. Which do you feel are the hardest to

deal with? Why? What strategies did

you use?

Which behaviours are the easiest to

deal with? Why? What strategies have

you used?

Understanding Behaviour Understanding Behaviour Understanding Behaviour Understanding Behaviour

Break

Circle Game

Behaviour is often learnt and

affected by a set of three

relationships experienced by the

child:

∗The relationship with themselves

∗The relationship with others ∗The relationship with the curriculum

Understanding Behaviour Understanding Behaviour Understanding Behaviour Understanding Behaviour

∗ I will tell you where the action is taking place, when and what the opening line is

∗ The “actors” play the scene spontaneously for 3 or 4 minutes

∗ The audience are free to stop the action by raising a hand and they are free to suggest modifications - specific lines might be requested or one of the audience can request to take over one of the roles or join the original player to form a “composite character”

∗ “Actors” can stop the action and ask for advice from the audience

Forum TheatreForum TheatreForum TheatreForum Theatre

∗ Behaviour for Learning is a positive

approach which helps pupils understand

the behavioural skills that they need,

what the teacher wants them to do as

well as why it will help them learn.

∗ Positive behaviours are valued to

maximise learning

∗ The way a teacher establishes a

positive environment for learning is

fundamental in increasing

opportunities for behaviour for

learning.

Behaviour for Behaviour for Behaviour for Behaviour for

LearningLearningLearningLearning

∗ A shared understanding of what

constitutes ‘good’ behaviour

∗ Clear Rules and Boundaries – share

these and ensure that they are

managed consistently

∗ Good behaviour is celebrated – what

strategies may this involve?

∗ Expectations are clear

∗ Emphasis on belonging rather than

exclusion

A positive classroom A positive classroom A positive classroom A positive classroom

context for context for context for context for

behaviour behaviour behaviour behaviour

Classroom Organisation

Classroom layout

∗ What have you seen that works well?

∗ Mixed ability/ability

∗ Carpet spaces

∗ Line order

∗ Learning bays

∗ Daily routine – morning activity

∗ ‘I can’t focus properly when it’s messy’ – year 5 pupil

∗ Task – What are your non-negotiables for your classroom layout?

‘You walk down a corridor and a child

looks at you and they are waiting for your

response. You say, “How are you?” and

their face lights up because you have

acknowledged them,’ he says. ‘I look to

see how many adults talk to the children

and how the teachers respond to them. If

they are doing it properly,’ he says, ‘it

sets a tone.’ He understands that

establishing an environment for good

behaviour is essential, and this needs to

be part of classroom organisation and

interaction.

‘When I go into a classroom I am

A positive classroom A positive classroom A positive classroom A positive classroom

context for context for context for context for

behaviour behaviour behaviour behaviour

You have an area in

your classroom which

contains the

children’s trays.

Each time the pupils

go there to collect

something, they push

and shove each

other. What can you do to improve the

features of the classroom so

that these difficulties no

longer occur?

These times can often be very

difficult to manage and need to be

thought through carefully!

http://archive.teachfind.com/ttv/www

.teachers.tv/videos/from-one-thing-

to-another.html

Transition TimesTransition TimesTransition TimesTransition Times

The class are

working on a task

in a group

situation. They

are becoming

increasingly

noisy. You want

to stop them to

move on to the

next task. What do you do? How do you make

the transition?

∗ Be Assertive!

∗ Friendly but not their friend

∗ Approachable yet professional

∗ Humour – ‘with’ pupils, not ‘at’ them

∗ Praise – achievement and effort

∗ Fair and consistent

∗ Listen carefully

∗ Check in and out

∗ Value children’s opinions

Developing Positive Developing Positive Developing Positive Developing Positive

Relationships in the Relationships in the Relationships in the Relationships in the

classroomclassroomclassroomclassroom

∗ The language that we use will very

often determine how the situation

will be resolved (or not!)

∗ Negative vs. Positive

∗ Respectful

∗ Tone and body language

∗ ‘Praise the best, ignore the

rest!’

The Use of LanguageThe Use of LanguageThe Use of LanguageThe Use of Language

‘Claire for goodness sake, you are

really frustrating me, how many

times do I have to tell you to

stop talking?’

‘Claire, when you keep on talking,

it makes it hard for other

children to concentrate and I feel

this is unfair because it is

stopping them from learning. I

need you to stop talking and

‘I Messages’‘I Messages’‘I Messages’‘I Messages’

You tell a pupil who is

disturbing the work of

other children to move

seats. The pupil refuses

to move.

What do you do?

∗ String Game

Circle Time

Understanding Understanding Understanding Understanding Challenging Behaviour Challenging Behaviour Challenging Behaviour Challenging Behaviour

Circle Game

∗ To understand that behaviour

always has a cause

∗ To understand the impact of

social, emotional and

environmental factors on

behaviour

∗ To be able to analyse behaviour

AimsAimsAimsAims

∗ Who inspired you?

∗ How did they help you?

∗ Why?

Draw the perfect teacher

Learning Walk around the school.

Reflect on what you see that

supports good behaviour management.

Whole School Policy and Ethos

Behaviour Management in Behaviour Management in Behaviour Management in Behaviour Management in

Action Action Action Action

Your experience so far…

What have you seen that applies

to behaviour management in the

classroom?

How will this impact on your

practice?

A positive classroom A positive classroom A positive classroom A positive classroom

context for context for context for context for

behaviour behaviour behaviour behaviour

∗ Challenging behaviour almost

always means something – all

behaviours reflect a child’s needs

and demonstrate an underlying

purpose

∗ There is a significant learned

component in most forms of

challenging behaviour, therefore

behaviour can usually be changed

Challenging BehaviourChallenging BehaviourChallenging BehaviourChallenging Behaviour

Maslow’s Hierarchy Maslow’s Hierarchy Maslow’s Hierarchy Maslow’s Hierarchy

of Needof Needof Needof Need

Physiological Needs or

Survival Needs

Safety

Love, affection,

belonging

Self-

Esteem

Self-

actualisation

DescriptionDescriptionDescriptionDescription of of of of

Behaviour Behaviour Behaviour Behaviour

Meaning of Meaning of Meaning of Meaning of

Behaviour Behaviour Behaviour Behaviour

Behaviour Cause and Behaviour Cause and Behaviour Cause and Behaviour Cause and

EffectEffectEffectEffect

What strategies have you tried

and tested whilst teaching?

What worked well?

What didn’t work well? Why?

Look at the list of strategies

– which behaviours might you

use each strategy for?

Strategies for dealing Strategies for dealing Strategies for dealing Strategies for dealing

with inappropriate with inappropriate with inappropriate with inappropriate

behaviourbehaviourbehaviourbehaviour

∗ Special Educational Needs ∗ SEBD – Social, Emotional and

Behavioural Difficulties

∗ Attention Deficit

Hyperactivity Disorder

∗ Oppositional Defiant Disorder

∗ Autistic Spectrum Disorders

∗ Attachment Disorder

∗ Cognitive Delay

Children with Complex Children with Complex Children with Complex Children with Complex

NeedsNeedsNeedsNeeds

∗ Positive Classroom Environment

∗ Praise, Acknowledgment and

Reward

∗ Curriculum

∗ Consistency and Fairness

∗ De-Escalation / Use of language

∗ Preparation for Change and

Challenge

∗ Transition

Managing Challenging Managing Challenging Managing Challenging Managing Challenging

BehaviourBehaviourBehaviourBehaviour

AntecedentAntecedentAntecedentAntecedent Behaviour Behaviour Behaviour Behaviour ConsequencConsequencConsequencConsequenc

e e e e

Identifying Triggers Identifying Triggers Identifying Triggers Identifying Triggers

and and and and

Tracking BehaviourTracking BehaviourTracking BehaviourTracking Behaviour

∗ Swap places if…

Circle Time

∗ Reflect on practice so far. Identify

what works well and what could be

improved.

∗ Complete ABC form, ready to share

next session

Gap TaskGap TaskGap TaskGap Task

Bomber, L. (2007) Inside I’m Hurting –

Practical Strategies for supporting

children with attachment difficulties in

school: Worth Publishing

Cowley, S. (2001) Getting the Buggers to

Behave: Continuum

Docking, J, MacGrath M (2002), Managing

Behaviour in the Primary School: David

Fulton Publishers

Further Reading Further Reading Further Reading Further Reading

k.wilson@robsackwoodprimaryacad

emy.org.uk

Contact