the good behaviour game - adepis seminar

The Good Behaviour Game: A Classroom Behaviour Management

Strategy

Presented byChrissie Spring

Teaching & Learning Consultant - Behaviour

Piloted by Oxford Brookes University and Oxfordshire County Council

Goals of the Good Behaviour Game

To socialise children into the role of being a pupil and to reduce disruptive and aggressive behaviours in the classroom

“The Headteacher suspended me – School is the only place in the world where you can get time off for bad behaviour.”

2CONTACT •Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston • Oxford OX3 0FL • Phone +44 (0)1865 482600 • Fax +44 (0) 01865 482775

GBG was originally developed by Barrish, Saunders, & Wolfe at the University of Kansas with the first report in 1969

The History of the GoodBehaviour Game

33CONTACT •Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws

Lane, Marston • Oxford OX3 0FL • Phone +44 (0)1865 482600 • Fax +44 (0) 01865 482775

On pupils: Aggressive, disruptive behaviour as early as Year 2 is a major

risk factor for academic failure, later school drop-out, delinquency, drug abuse, depression, and other problem outcomes.

Children with behaviour problems in poorly managed Year 2 classrooms were up to 20 times more likely to exhibit severe aggressive problems in late primary / early secondary years compared to similar children in well managed Year 2 classrooms.

How does this impacts on teachers? The number one reason for teacher burn-out is the inability to

manage the classroom.

Impact of Poorly Managed Classrooms


LONG TERM BENEFITS OF THE GOOD BEHAVIOUR GAME

Selected Outcomes at Young Adulthood

(age 19-21)

GBGclassrooms

StandardProgram

classrooms

Risk Reduction

Use of School-Based Services for Problems with Behaviour, Emotions, or Drugs or Alcohol Males highly aggressive, disruptive in Year 2

17%

33%

48%

Lifetime Illicit Drug Abuse/Dependence Disorder All Males Males highly aggressive, disruptive in Year 2

19%29%

38%83%

50%65%

Lifetime Alcohol Abuse/Dependence Disorder All males and females

13%

20%

35%

Smoking 10 or more cigarettes a day regularly All males Males highly aggressive, disruptive in Year 2

7%0%

17%40%

59%

100%

Antisocial Personality Disorder (ASPD) All males and females Males highly aggressive, disruptive in Year 2

17%41%

25%86%

32%

52%

Drug and Alcohol Dependence (2008), 95S, Kellam et al.; Poduska et al.; Petras at al.; Wilcox et al.; and Brown et al.

5

CONTACT •Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston • Oxford OX3 0FL • Phone +44 (0)1865 482600 • Fax +44 (0) 01865 482775

Changes in teacher practices

Differentiation of tasks for pupils

Awareness of pupil needs and growth in terms of behaviour and learning

Additional Benefits of the GBG


Year 2 classrooms particularly important to later academic, mental, and behavioural health.

A relatively simple method of classroom behaviour management that can have a dramatic long-term impact if done with fidelity.

Without a system to mentor, model, and monitor teacher practices over time, GBG practices are not sustained. A good knowledge of teaching and learning and pedagogical practice as well as behaviour management is essential without this mentoring will not be effective.

Lessons Learned



Teachers Initial GBG Training: Group-based Booster Sessions: group-based if required Supported by trained coach with QTS or similar

professional skills: In-classroom (observing, modeling, mentoring)

Professional development based on teacher practices/fidelity checklists

Training and Support

8


Classroom Rules

Team Membership

Monitoring of Behaviour

Positive Reinforcement

GBG Core Elements


0 - Voices Off

1 - WHISPER VOICE (Speak in a whisper voice to your neighbour)

2 – INSIDE VOICE (Speak in a quiet voice to people who are close to you)

3 – OUTSIDE VOICE (A voice you would only use outside)

Voice Levels: Displayed on a poster and referred to by the teacher in and out of the Game

CONTACT •Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston • Oxford OX3 0FL • Phone +44 (0)1865 482600 • Fax +44 (0) 01865 482775 10

Baseline for each pupil is done using an agreed form of assessment.

Classes are divided into heterogeneous teams (4-7, depending on class size), balanced for learning, behaviour, and gender.

Team Membership


Implementation Materials

Implementation Manual for Teachers

Class Rules Poster, Desk Copy of Class Rules

GBG Team Membership chart

If necessary, change team membership to ensure that they are balanced.

12

12

Team Membership Blank Space for Marks

ARDVARKS Team 1: Joan, Tyrone,

Carlos, Anna, Karen, Miguel

Team 2: Natalie, Matt, Gregg, Brian, Kim, Maria

Team 3: Tarsha, Jacob, Maria, Darin, Juan, Faye

Team 4: Dawn, Christy, Donna, Sean, Khalil

CONTACT •Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston • Oxford OX3 0FL • Phone +44 (0)1865 482600 • Fax +44 (0) 01865 482775

Team Aardvark gets a MARK because Tyrone broke Rule # 1 We will work quietly.

I like the way some / the rest of Team Aardvark and everyone else in the class are working quietly.

Team ChecksWith a Set Script


The GBG is played for brief intervals at first (5-10 minutes, three times a week)

The duration and frequency are gradually lengthened as children gain practice in controlling their behaviours.

Rewards become more intangible as the year progresses.

How is the GBG played ?



Starting the Game Announcing that the GBG is about to start

Introducing Tasks Reviewing directions for independent work

Reinforcing Class Rules Reviewing the four class rules

Playing the Game Setting the timer; monitoring behaviour; following the check, comment, praise procedure

Ending the Game Stopping the GBG when the timer rings; announcing its end

Announcing Winning Teams

Identifying/announcing teams earning 4 or fewer marks

Providing Rewards Distributing tangible rewards or privilege/activity reward tokens

Recording Game Results Recording points earned by teams on the weekly scoreboard onto the GBG Score Record and stamping pupil booklets

Strict Procedures Fidelity Checklists


At the end of the Game, teams with four or fewer marks earn rewards.

Each team that wins at least one game during the week also earns a weekly reward.

Selecting Rewards and Incentives


Record Keeping and the mysterious ‘PROBE’

A probe is a way to see if the pupils’ behaviour has improved outside of the game

2-3 times a week for 10-15 minutes Children must be in their GBG teams BUT are

not playing the game – the rules can still apply It is a chance for teachers to see how and if

behaviour has generalised – problem solve as needed.


GBG into the day to day practice

Referencing rules at every opportunity

Let the children know what the voice level is that they are required to work with.

Modelling expectations with pupils

Consistent routines

Praising pupils consistently for following rules

Making expectations clear

Least to most intrusive interventions.

Monitoring consistently throughout the day


Three cycles a year Regular visits by the coach Fidelity checklists Probes Record keeping Teacher’s development plan developing

management, teaching and learning by trained GBG coaches with Qualified Teacher Status

Oxfordshire Coaching


the good behaviour game - adepis seminar

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