Advance Organiser

Bill Rogers- preferred practices for behaviour management

The first theme of Bill Rogers is that teachers need to plan for managing students behaviour just as they do for curriculum programmes.

This includes the use of prevention, positive correction, consequences and supportive strategies in the classroom

The secret of success is the ability to survive failureNoel Coward

Prevention

RelationshipsWhat are our rights?To be treated with dignity and respectTo feel safe physically and emotionallyThe right to learn and to teach

Respect, responsibility and rights are the triad of relationship building

Prevention ResponsibilitiesConsider others rightsNeed to teach manners at the start of yearTurn these into routines e.g. how we enter and leave the classroom, chairs under the tableRemember visual learners and display routines as posters

Prevention

RoutinesHard to reclaimLet kids go and you establish something

Prevention Rules should be..

nforcedncouragedewimpleaught

Prevention Classroom Rules Collaborate with students- use inclusive language e.g. To feel safe in our classroom we Copy to parents and principal

Publish and visual in the classroom

Mainly Positive

Prevention Tactical Pausing Short rest before instruction Wait until students follow instruction( look this way) before continuing e.g. Looking this way our lesson today is onTactical pause

Prevention

Motivation

Relevant, appropriate and engaging curriculum planningSet clear expectations about learning, task etcCater for the special individual needs of learners in the classroom

Have regular classroom meetings to solve class problems Use teaching strategies that cater for mixed abilities- for example peer tutoring, co-operative learning and grouping students Prevention Building Co-operation

Prevention Classroom environment

Well planned room organisation Base seating plan on behaviourAdequate resourcesMonitor and limit behaviour such as having to wait, task length etc

Prevention

Managing noise

Monitor noise levelWork noisePartner noise Consider a noise meter- class or group reward for keeping with boundaries

Describe the behaviour

2. Discuss the impact

3. Thank them for it

e.g. You were all quiet going past that room -so their class was not disturbed by noise- thanks

Positive relationships are the fabric that weaves everything together

Prevention

Planned Encouragement

Positive Correction Correction is planned in advance because behaviour management is an emotional issue

The language to use what we say and how we say it .The language of respect, care and empathy is the sound that reinforces positive relationshipsBalance with the language of encouragementSpeak and act in such a way as to minimise embarrassment, undue confrontation and hostility, especially the annoying, frustrating onesWhere possible take the student aside from their peers

Positive Correction Planning- least to most intrusive management

Select the best strategy

Manage the correction in the least intrusive way

E.g. a choice, before a warning, before a consequence

A theory must be tempered with reality.Jawaharlal Nehru

Positive Correction

Non-verbal directions or cues Privately Understood SignalsWith some low-level disruption, a wink a nod or a brief stare. It is a form of non-verbal direction that says, You know that I know that you know.

Positive Correction Tactical ignoringPrimary behaviour is the primary disruption

Avoid arguing or feeding secondary behaviours or side issues (where possible)

Tactical ignoring of some behaviours especially secondary or attention seeking behaviour

Positive Correction

Take-up timeDemonstrates expectation

Is the cue when we turn aside, or walk away, after having given a direction Enables trust, and maximises face saving

Positive Correction

Moving around the classroom Standing/sitting close to the disruptive student or group

Positive Correction The Ds-

Direct questions Dont ask why questions, ask what, how, when questions e.g. Sam, what are you doing? Sam answers, Talking to Sue Teacher replies, What should you be doing? reDirect Simple behavioural directions, Kale walk thanks Defusing potential conflict using repartee and humour e.g. You are not our normal teacher Teacher replies There are no normal teachers, Sally Descriptive reminders e.g. Samuel you are talking Distraction e.g. Ask a student not concentrating a question or give them a job

Positive Correction

Conditional directionsBy rephrasing the negatives we can make the direction more invitational in tone

When you have . then you can..

e.g. When we have written the notes in our books then we can do the experiment

Positive Correction

Rule reminders Keep positive

: E.g. Jade- whats our rule for asking questions?

or Cane you know our rule for listening use it thanks.

Positive Correction

Partial agreement Partially agree with the student and then refocusing back to the required behaviour

Its an acknowledgement of the students argument

E.g. Maybe it is a dumb rule but Im asking you to put your mobile in your bag and turn it off

Positive Correction

Choice, Direction

Direct students to responsibility for their own behaviour by using language that emphasises the students choice rather than the teachers threate.g. Jade put your pack of cards in your desk or on my table e.g.2 Work quietly here or Ill have to ask you to work separately

Positive Correction When you are angry

Only get angry over serious issues No emotional brow-beating, sarcasm and cheap shotsAssertion rather than verbal aggression Use I language Im angry about this because.Focus on the behaviour or issue rather than the studentUse cool off time or timeout for a short periods Engaging in repairing and rebuilding at a later stageDont publicly argue with student -one on one is best

Consequences

Is it reasonable?

Does it keep the respect intact? What does the student learn from it?

Is the consequence related to the behaviour? E.g. A student using scissors to scratch a desk has to stay back and sand desk

Test for all consequences

Consequences

Consequences are part of the rights, rules and responsibilities frameworkStudents behaviour is a choice You own your own behaviour Consider other peoples rights Describe the purpose of the consequence (to highlight accountability)Always follow up and follow-through with students beyond class timeEmphasis the certainty rather than the severity of the punishment

Follow up with Student

Consequences

Follow-upActs as a deferred consequence when a student has not completed a task

Some behaviour consequences will need to be deferred until after cool-off time

May involve repairing and rebuilding

Establish a school wide approach for the use of consequences for common rule breaking behaviours

Supportive strategies

Establishing effective relationships does not just occur in the four walls of the classroom

Seek colleague, and parent support when we are struggling with a student, or a group or a whole class.

Talk about staff past experience and books and videos, talk about establishing core values1st core value- planning, Planning show Martin Van de clay What are our rights as teachers in the classroom? Think Pair ShareKids like routines and prefer them especially behaviour students, teach importantAsk what the letters could stand for and hand out notesAn example of planning how to get kids attention clap ,bell etc..Another core value, many behaviour problems are caused by students who cant do the work-too hard 2e.g. boys, ADHD, Aspurgers,visual learners, Maori preferred learning styles, slow learnersAnother core value, increase the number of teachers in room, allow students to talkDiscuss with partner where you would seat your most disrubtive pupil and whyHas any one here used a noise meter? Did it work?Intrinsic and extrinsic rewards yes/no, positive relationships.. Another core valueNow looking at Correction 1. Dont embarras studentsCore vauleThe least disruptive to class Discuss some non-verbal direction or PUS that you may useWorks with your own kids really wellChoice works well for curriculum planning as wellEmphasis serious issues talk about non verbal cueing get angry in the same place Angus MacfarlaneNow on consequences Think of the last consequence you gave out test it with the 4 questions

what consequence for not doing homework? For swearing at another student within teachers hearing?Team meetings, Snag group, behaviour support plan, RTLB referral