Leading on Effective Behaviour Management. Objectives 1.Leading the macro to the micro in behaviour...

Leading on Effective Behaviour Management

Leading on Effective Behaviour Management

Objectives

1. Leading the macro to the micro in behaviour management

2. Considering examples of School Behaviour Management Policies

3. Considering examples of Behaviour Management Plans for teachers

4. Considering examples of personal behaviour strategies

5. Providing CPD in behaviour management

6. The importance of data

7. The 5 R’s

8. Understanding why children misbehave

9. Looking at four examples of factors that influence positive behaviour

Leading on Effective Behaviour Management 2

Do we do enough?

“Behaviour can be an area where we expect so much and teach so little.”

Galvin, Miller and Nash, 1999


Leading from the macro to the micro in behaviour management


All three elements are important.


Q3. What does a typical Teacher’s Behaviour Plan include?

Do you have a whole-school behaviour policy?

Does everyone know what it is?

Who leads on this?


Q2. What does a typical Teacher’s Behaviour Plan include?

Are teachers required or encouraged to have their own Behaviour Plan?

Do you or someone else in the school review these?


Q3. What kind of personal behaviour strategies do teachers use?

Can you highlight some strategies that you have seen and that work?

What makes some teachers have lots of problems and others have very few?

What do you observe in effective classrooms?


Q4. How do teachers learn to develop their personal behaviour strategies?

What is the behaviour management CPD that the school offers to teachers?


Q5. Data

Do you collect data to establish patterns of behaviour so that the school can proactively deal with this?

If so how do you collect it?

Do you use the data measure how behaviour is in the school aa whole and in individual lessons?


The 5 R’s - Rights, Rules, Routines, Responsibilities and Relationships


We've all heard this about students: "If they are engaged, they are managed." And this is absolutely the truth. But we still need rights, rules, routines and responsibilities to make a classroom run smoothly and effectively.

And …. Relationships: The 5th R

The overarching fifth R, namely that of relationships, is crucial to the successful implementation of any activity within the classroom.

The 5 R’s


Q6. What elements would you include within the 5 R’s?


Are teachers clear about the 5 R’s?

Are students clear about the 5 R’s?

Are the 5 R’s integrated into the effective school behaviour system?

Understanding why children misbehaveAAAP


Alfred Adler and Rudolf Dreukers suggested that misbehaviours stem from four main goals:

Avoidance of failure (feeling inadequate)

Attention seeking

Anger or revenge

Power or control

Finding the correct goal


• Trying to establish which of the four causes are relevant can be difficult.

Also:

• It is unlikely that the pupil will be driven by one cause. In many cases there are a combination of these four causal factors at work.

Traits of an Avoidance of failure (feeling inadequate) individual


• Loner

• Does ‘stupid’ things apparently on purpose

• Feels inferior

• Gives up easily

• Rarely particiapates

• Does not attempt anything new (however exciting)

• Doesn’t try

• Morose, lethargic, apathetic

In other words - low self-esteem

Traits of an Attention seeking individual


• Nuisance

• Showing off

• Class clown

• Tendency to be lazy

• Pesters, whines, noisy, interrupting

Traits of an Anger or revenge taking individual


• Deliberately hurt people (physically/emotionally)

• Defiant, sullen

• Have a negative attitude

• Steals, sore loser

• Calls names / swears

Traits of a Power (or controlling) individual


• Do little or no work

• Stubborn, defiant, disobedient

• Argue

• Do the opposite of what they are being told to do

• Uncooperative

Discrimination is important here


• It is important to try to discriminate between the four causes when dealing with behaviour because each one has a different approach to managing it.

• Get it wrong and your intervention will either prove ineffective or may even make the situation worse.

Q7. What actions would you take?


Think now how you might deal with students who display:

•Avoidance

•Attention

•Anger

•Power

Four examples of factors that influence positive behaviour


• Using learning styles in lessons

• Using praise

• Awareness of the sequencing of lessons

• Using a rating scale

Learning Styles


Based on Bernice McCarthy’s model

“WHY” learners


“WHY” learners seek meaning.

They need to be involved.

They learn by:

• Listening

• Speaking

• Interacting

• Brainstorming

“WHAT” learners


“WHAT” learners seek facts.

They need to know what experts think.

They learn by:

•Observing

•Analysing

•Classifying

•Theorising

“HOW” learners


“HOW” learners seek usability.

They need to know how things work.

They learn by:

•Experimenting

•Manipulating

•Improving

•Tinkering

“IF” learners


“IF” learners seek hidden possibility.

They need to discover other ways of doing things.

They learn by:

•Modifying

•Adapting

•Risking

•Creating

Q8. The use of the 4 learning styles in your school


Do you see teachers catering for each of the 4 learning styles of WHY, WHAT, HOW and IF in the lessons in your school?

10 tips on using praise


1. Aim for a ratio of 8:1

2. Start the lesson by praising specific things from last session

3. Be genuine

4. Make praise specific – relate to the 5 Rs

5. Choose carefully when to give it

6. Praise what matters to children as well as what matters to you

10 tips on using praise


6. Keep going even if children do not acknowledge your praise – it works on the inside

7. Don’t ‘qualify’ praise

8. Acknowledge any effort the child has made – praise is a consequence of that effort

9. See the child individually and tell them what you observed

10. A quick positive note or phone call home can work wonders

Sequencing lessons


A solution-focused strategy for developingexpectations in the classroom


Summary on Leading on Effective Behaviour Management


We have covered:

1. Leading the macro to the micro in behaviour management

2. Considering examples of School Behaviour Management Policies

3. Considering examples of Behaviour Management Plans for teachers

4. Considering examples of personal behaviour strategies

5. Providing CPD in behaviour management

6. The importance of data

7. The 5 R’s

8. Understanding why children misbehave

9. Looking at four examples of factors that influence positive behaviour

Plenary


What action will you now take based on what you have learnt in this unit?

Leading on Effective Behaviour Management. Objectives 1.Leading the macro to the micro in behaviour...

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