SUPPORT BEHAVIOUR. © 2012 Pearson Australia ISBN: 9781442541757 SUPPORT BEHAVIOUR Supportive...

SUPPORT BEHAVIOUR

© 2012 Pearson Australia ISBN: 9781442541757

SUPPORT BEHAVIOUR

Supportive environments

•The goal of a supportive

environment is to build the child’s

self-esteem and confidence by

providing positive reinforcement and

encouragement.


Supportive environments

•There must be respect for the student’s family, including cultural and religious beliefs and home language.


School discipline policy

•All schools are required to have in place a discipline policy that clearly sets out the procedures for managing student’s behaviour.


School discipline policy (cont’d)a ‘whole school community’ approach the personal, social and learning needs of studentsa safe, nurturing and caring school environment preventative strategies to promote positive behaviours


School discipline policy (cont’d)

the value of early intervention acknowledging, respecting and promoting diversity and tolerance of differences promoting resilience and self-respectensuring equity and fairnessthe rights, safety and health of school community


What is acceptable behaviour?

•Students often behave in ways that adults

find annoying or unacceptable.

•These behaviours might not be

‘acceptable’ but often they are quite

‘normal’.


What skills and knowledge are required by adults to effectively guide and manage student behaviour?


Developing positive relationships

•The foundation for promoting positive student behaviour is the development of a trusting relationship between the adult and the child.


Applying positive behaviour management principles

•It is important for all students to acquire developmentally appropriate skills to manage their own behaviour.


Guidance and punishment

Guidance is a positive behaviour

management strategy.

Punishment is a punitive strategy that

motivates the student to behave in a

particular way to avoid punishment or

disapproval.


Understand behaviour

All behaviour is a form of communication

There is always a reason for problem

behaviour

There can be many reasons behind one

specific behaviour


Understand behaviour (cont’d)

Adults can learn to understand and

interpret a student's challenging behaviour

A student’s challenging behaviour can be

reduced with support, not punishment


Applying behaviour management strategies

•Always follow the behaviour management strategies used by the classroom teacher and established school discipline policies.


Three Stages of Discipline

1.Preventive discipline

2.Supportive discipline

3.Corrective discipline


• Generally, clearly defined expectations for positive behaviour will be sufficient to ensure that most students behave in an acceptable manner most of the time.


Managing typical behaviours

Withdrawn, over-cautious or timid

behaviour

Attention-seeking, repeatedly calling out,

talking over others, out-of-seat behaviour

Persistent disruptive behaviour or

showing off


Managing typical behaviours (cont’d)

Persistently copies others or looks to others for

reassurance, direction or decisions

Persistently teases, torments or annoys others:

lacks confidence, poor self-esteem, lacks skills to

form friendships

Regular outbursts of anger or protesting of

‘unfairness’


Applying basic guidance principles

Always be willing to start over

Assess the immediate environment

Respond to situations calmly and without

anger

Teach the student alternate and more

socially-appropriate ways of expressing

wants or needs


Applying basic guidance principles (cont’d)

Offer choices which allow the child

to have more control over their

environment.

Notice positive behaviour when it

occurs and provide genuine praise.



Ensure routines are consistent and

predictable.

Try to make learning fun.

Remind students that words can be

positive or negative.



Promote trust and respect for all individuals.

Teach students to handle anger constructively.

Redirecting.

Ignore some behaviours.

Encourage students to tune-in to their body.



Proximity control.

Encourage positive self-talk.

Ask the student a question to remind them

of the required behaviour.

Encourage the student to ask for help.

Encourage older students to accept some

limitations.



Use non-verbal messages

Use positive motivation

Anticipate and be prepared

Encourage students to follow

directions without arguing



Be fair and consistent.

Use positive language.

Change your tone of voice.

Use meaningful and deserved praise.

Use of humour.



Work on solutions together.

Appeal to student’s values.

Use praise effectively.

Establish clear rules.

Model appropriate behaviour.



Choose to ignore some behaviours.

Have students take responsibility for

their behaviour.

Be assertive.


Using behavioural consequences

•Using behavioural consequences as a behaviour management strategy can help students to develop responsibility for their own behaviour.


Using behavioural consequences (cont’d)

Natural consequences

•Natural consequences occur as the result of the child’s own behaviour without intervention by an adult.


Using behavioural consequences (cont’d)

Logical consequences

•Logical consequences require the intervention of an adult and usually focus on mutual rights, mutual respect and responsibility.


Know and understand the behaviour management

strategies being used in the classroom

Be familiar with the particular concerns in relation to the

student’s behaviour

Be aware of what triggers inappropriate behaviour and

what calms the student

Establish clear limits and behavioural expectations –

identify rewards and consequences

Practice using a neutral voice and a relaxed manner

SUPPORT BEHAVIOUR

SUPPORT BEHAVIOUR. © 2012 Pearson Australia ISBN: 9781442541757 SUPPORT BEHAVIOUR Supportive...

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