Managing behaviour: A Six Step Approach

The Six Steps

1. Develop your presence

2. Develop your non-verbal communication

3. Make best use of your voice

4. Promote positive behaviour

5. Communicate in an assertive manner

6. Develop and use a repertoire of corrective strategies

Step Four: Promoting Positive Behaviour

• Rights• To respect and fair treatment• To learn• To feel/be safe

• Responsibilities• To care for ourselves and each other• To respect others’ work• To treat belongings and equipment with respect• To keep our work area clean• To control our noise level

Noise LevelsSilencePartner voice/noise levelGroup/table voice/noise levelClassroom voice× Playground noise level

Promoting Positive Behaviour

• Where possible, develop your own rules, make sure they are:• As simple as possible• Positively phrased• Few in number• Inclusive language

Rules Example: Primary

Our Golden Rules•We listen to each other•We respect each other•We follow instructions•We keep our hands and feet to ourselves•We look after our school

Rules Example: SecondaryYOU HAVE THE RIGHT TO LEARN - SO DO OTHERS.

Each lesson happens only once - so make the most of it•Arrive on time with the correct equipment and be ready for work.

•Listen carefully and follow the instructions of the teacher.

•Behave politely and show consideration to others at all times.

•Give full attention to your work and the teacher.

•Take care of the teaching area and everything in it.

•Ensure that all electronic gadgetry including mobile phones and MP3 players are switched off and kept in your school bag during lessons and in the corridor.

•Do all your classwork and homework to the best of your ability and complete it in time

Promoting Positive Behaviour

•Rewards (Positive affirmation)• Praise• Stickers/stamps• Special jobs• Pupil of the day/week• Think about using the secret pupil/student• Positive ‘phone calls, planner messages,

postcards home

Rewards

• Beware of the child or young person, who reacts negatively to rewards

• Children like these often have a history of negative attention from adults – and are not used to positive interactions or praise

• They also may have very low self esteem and feelings of self worth – they feel that they are not good enough to be rewarded

• In these cases play down your rewards to less obvious and more private praise

Consequences

• Is consequences reasonable and related to the behaviour?

• Do they teach pupils anything about their behaviour?

• Are they applied with certainty and not unintentional severity.

• Remember that we have a pre-disposition for retribution – this has no place in education

4Ws – A model for identifying consequences

• What did you do? NEVER why?• What rule did you break?• What should you have done?• What are you going to do to sort things

out?

The can be written – prompts for a behaviour interview – cartoon strip for young pupils or those with literacy or communication difficulties

Adjust the language to suit age and ability

Step Five: Communicate in an Assertive Manner

• Have a relaxed body posture• make good eye contact• Speak in a calm and clear tone of voice• State your needs and wants clearly,

appropriately and respectfully• Communicate respect for others• Listen well without interrupting• Use “I” statements (“I need ….; I want ….”)

“I” Statements – why do they work?

• Talking in the first person empowers and ensures ownership

• The "I" statement is the driver to being more assertive

• Your tone of voice and body language will change – this tells the pupils that you are calm, confident and in control.

• ... AND the more you do it, the better you will become

• … And the more confident and assertive you will become.

“I” Statements – What other teachers say….

Indeed there is a God! I too can say "I need you

to .." and they do it. (Greg H)

... It's great! I told my subject leader about the "I need you to..."

statements - he tried it and he can't believe how well it works either. I wonder how many other

teachers are oblivious to this simple - yet effective - strategy?

(Rachel W)

The non-verbal cues and I statements have also

helped massively. I'm a lot happier! (Emma T)

I have also tried the “I” statements - they are working great. I went into

school on the Friday and wrote down the most common ones that I would need to use. I rehearsed them and then carried them out. They are one of the best things I have ever

introduced. The children are responding really well and I am not

using my voice as much. (Pauline C)

I have been using the I Statements which are

working well.(Lida N – three days after

attending a course)

Assertiveness Skills when Intervening

• Focus on the facts

• Use a “matter of fact” voice and maintain positive body language and good eye contact

• Use empathetic statements (I understand this may be difficult for you ….)

• State what you want clearly, using “I statements” and finish with “thanks”

• Recognise and reward positives (Thanks for listening to me ….)

Developing “scripts”

1. Think of a difficult situation you are likely to face with a pupil

2. Think about the outcome you want

3. Write down what you are going to say and learn it (a “script”)

4. Practise your script – out loud – and use appropriate body language

5. DO IT FOR REAL

6. Reward yourself for the success