Advance OrganiserTopic Bill Rogers Behaviour Management

Sub-topics Prevention, Positive Correction, Consequences, Whole School Behaviour Management Plan

Link to Prior knowledge and Rationale

Many of you will have heard of Bill Rogers from his videos, books or as a presenter.

You are all skilled teachers and use many successful behaviour management strategies to deliver the curriculum, and you probably already incorporate some of Bill Rogers preferred practices. These staff meetings will affirm your classroom management .

Organisation Two 45min staff meetings:

PowerPoint presentation, with ‘Think Pair Share’, and staff discussion

Staff discussion on school behaviour management plan

Outcomes Have a greater understanding of Bill Rogers preferred practices

Enhance strategies for dealing with behaviour management in the classroom

Provide some background information for developing a whole school behaviour management plan and consideration of core values

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 failure

Noel Coward

Prevention

Relationships

What are our rights?

1. To be treated with dignity and respect

2. To feel safe physically and emotionally

3. The right to learn and to teach

Respect, responsibility and rights are the triad of relationship building

Prevention Responsibilities

Consider others rights

Need to teach manners at the start of year

Turn these into routines e.g. how we enter and leave the classroom, chairs under the table…

Remember visual learners and display routines as posters

Prevention

Routines

Hard to reclaim

Let kids go and you establish something

Prevention Rules should be…..

nforcedncouragedew

impleaught

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 on……

Tactical pause

Prevention

Motivation

Relevant, appropriate and engaging curriculum planning

Set clear expectations about learning, task etc

Cater 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

1.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 encouragement’Speak 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

With 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

Non-verbal directions or cues Privately Understood Signals

Primary 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 Tactical ignoring

Demonstrates expectation

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

Positive Correction

Take-up time

Standing/sitting close to the disruptive student or group

Positive Correction

Moving around the classroom

Positive Correction The D’s-

Direct questions Don’t 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

By 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

Conditional directions

Keep positive

: E.g. “Jade- what’s our rule for asking questions?”

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

Positive Correction

Rule reminders

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

It’s an acknowledgement of the student’s argument

E.g. “Maybe it is a dumb rule but I’m asking you to put your mobile in your bag and turn it off”

Positive Correction

Partial agreement

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

Positive Correction

Choice, Direction

Only get angry over serious issues No emotional brow-beating, sarcasm and cheap shotsAssertion rather than verbal aggression Use ‘I’ language – “I’m 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 stageDon’t publicly argue with student -one on one is best

Positive Correction When you are angry…

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

Consequences Test for all consequences

Consequences are part of the rights, rules and responsibilities frameworkStudents behaviour is a choice ‘You own your own behaviour…’ ‘Consider other people’s rights…’ Describe the purpose of the consequence (to highlight accountability)Always follow up and follow-through with students beyond class time

Emphasis the certainty rather than the severity of the punishment

Consequences Follow up with Student

Acts 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

Consequences

Follow-up

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.