Teaching Behaviour What do we mean by ‘behaviour’? For...
Transcript of Teaching Behaviour What do we mean by ‘behaviour’? For...
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TeachingBehaviourForLearning
SteveBakerExceed inBradford
Teaching School Alliance
B&AEducationLtd22.10.15
Questionsfortoday
Whatdowemeanby‘behaviour’?
Howcanweplanforbehaviour?
Howmightweteachbehaviour forlearning?
Howcanwedealwithlowleveldisruption
Why should a school look like a cauliflower??
‘Behaviourcanbeanareawhereweexpectsomuchandteachsolittle’
Galvin,MillerandNash,1999
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Good morning class. My name is Miss Applegate. One false move
and I will kill you.
“I expect you all to be independent, innovative, critical thinkers, who will do exactly as I say”
• Talkingoutofturn,interrupting
• Lackofcorrectequipment• Getting outofseat• Playingwithobjects• Makingnoises• Defacingwork• Inappropriatelaughter• Ignoringareasonablerequest• Refusingtoundertakeatask• Answeringback• Swearing• Knockingfurnitureabout• Violence
High Control
Low Care
Low Care
Low Control
High Care
High Control
Low Control
High Care
“Hey guys, come on, let’s do some work yeah?”.
“I want the best for you, and I expect
your best”.
“ Mess about then! I get paid just the same”.
“Come in, sit down and shut up!”
C A R E
C
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T
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Whowasyourbestteacher?
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Some assumptions• ‘Behaviour’ isagood thingthathelpslearning• Prevention isbetter thancure• Thebehaviour wesee isthe‘tipoftheiceberg’
• Weare theadults• Weseparate theBehaviour fromtheChild• Warmth, Value andInterest• Ourapproach isplannedandpositive• Wehave toteachbehaviour• ....and finally:
ChildEvery Child Matters
Whydochildren‘misbehave’?
• Experimentation• Lackofgoodrolemodels• Emotional damage• Immaturity• Diagnosedconditions• Boredom• Lackofstructure/routines• The lessonisnotaccessible• “I’d ratherbeabadassthanathicko”
9 Deaths96 injuries
www.blackfridaydeathcount.com
“I’vebeenaprivycounsellor.I’vebeeninthecabinet.I’manawardwinningbroadcaster.Howdoyourexperiencespossiblycomparetomine?Shutup,youstupidsweatylittlegit.”
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Wheredochildrenlearntobehave?
• Childrengrowuptosoon• Themarket• Themedia• Sexualisation
An 18 year old in US has seen 16,000 murders and 200,000 acts of violence
Circles of Intimacy
…
N.E.E.T.s– Schoolleaversnotinemployment,educationortraining
10yearslater,15%aredead
(DCSF2010)
The first lesson every day?
Life is worth living!
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Activity: The Four Goals of Misbehaviour
I only count when I’m noticed
I only count when I’m in control
I only count when I hurt others –I can’t be liked
I only count when you believe I’m helpless
Have a look at the hand out.
Do certain pupils come to mind?
What action points does this resource lead you towards?
The Goals of Misbehaviour
What the child is thinking
How the adult feels and reacts
The child's response to the adult's action
Some corrective guidelines
Attention • I count only when
I am being noticed or served.
• Annoyed; wants to remind, coax.
• Temporarily stops disturbing action when given attention but soon continues
• May begin new behaviour to gain attention.
• Ignore when possible; give attention in unexpected ways;
• Give attention for positive behaviour; never give attention on demand.
Power
• I count only when I am dominating, when you do what I want you to do, when I can do whatever I want.
• Provoked,angry; generally wants power
• Challenged: "l'll make him/her do it"
• "You can't get away with it."
• Intensifies action when reprimanded
• Child wants to win, be the boss, defiance.
• Withdraw from conflict; act, rather than talk
• Be friendly • Establish equality • Redirect child's efforts into
constructive channels.
Revenge
• I can't be liked; • I don't have
power but l'll count if I can hurt others as I feel hurt by life.
• Hurt; "How can he/she do this to me?"
• Retaliates, tries to get even.
• Wants to get even; -makes self disliked.
• Seeks further revenge.
• Maintain order with minimum restraint;
• Avoid retaliation or punishment.
• Take time and effort to help the child.
• Build trusting relationship.
Display of inadequacy
• I can't do anything right so I won't try to do anything at all;
• I am no good
• Despair, hopeless, discouraged; "I give up."
• No reprimand therefore no reaction;
• Feels there is no use to try
• Passive; no improvement
• Encourage any positive effort • Faith in the child's ability; • Don't give up, pity or criticize • Be patient.
SEAL
S.E.A.L.
• Selfawareness•Managingfeelings
• Empathy•Motivation• Socialskills
Sl ide 30
Social and Emotional Aspects of Learning (SEAL)
1. Knowing your emotions (self-awareness) – knowing yourself and what your emotions are telling you. Recognising your feelings as they happen
2. Managing your emotions (self-regulation) – being able to manage and control your own emotional state
3. Motivating yourself (motivation) – channelling your emotions to allow you to achieve your goals
4. Recognising emotions in others (empathy) – reading the subtle signs that indicate what people need or want
5. Handling relationships (social skills) – adeptness at getting the best out of others (and yourself); interacting smoothly
7920 Creative Education Ltd
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Teaching Behaviour forLearning
Reactive
Negative– tellswhatyoudon’twant
Leadsbypunishingandrewarding
Proactive
Positive– tellswhatyoudowant
Leadsbyexample
Behaviour Management Behaviour Leadership
What makes these metaphors appropriate?
Goodbehaviourforlearning?
orCompliance?
BehaviourforLearning?
• Workcollaboratively – withallpeers• Conductindependent research• Generate usefulquestions• Problem-solve• Stickwithchallenging tasks• Encourage oneanother• Makepredictions/guesses
What behaviours for learning have we
identified?When are they taught?
Fold your blank piece of paper....
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TheBehaviourObjective“Today you’llbeworkinginpairs.”
“Whatdoes good pairworklooklike?”
“WhatwillIhearyousaying?”
“WhatwillIseeyoudoing?”
Unpick it.....thenreviewinplenaries...
Subject Learning Behaviour forLearning
•Weshareourlearningobjectives(orWILFs)withthem.
•Set abehaviourforlearningobjective•Makeexpectationsclear
•Wesignpost forthemwhatisgoingtohappenduringthelesson.
• ApplyRoutines• GiveWarnings• KeepPromises
•Giveclear timelimits andactivitychangewarnings
• Givecleartimelimitsandactivitychangewarnings
Routines
How will you gain attention?
Gettingtheirattention
• Aroutinesignal• The‘QualityAudience’• Choosea strongpositioninthe room• Eyecontact• Noiseormovement afteryour signal?
Take action!
Situation What happens in my classroom?
How effective?less ------more
Action
1 2 3 4 5
Entering the room
Taking the register
Collecting homework
Gaining the attention of the
c lass
Transition between activ ities
Common Situations Requiring Routines
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TheFirstFiveMinutes
• Meetandgreet• Scanning the room• Tidiness• Seating plan• Challenge everything youdontwant• Punctuality• Resources– e.g. theboard,pupils.• A formal register
....routine forthelast five??
The Five B’s
Brain BoardBook
BuddyBoss
Voices
•PartnerVoice•Table Voice•ClassVoice
TransactionalAnalysis
Parent Child
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AdultParent
Adult
Child
Parent
Adult
Child
A simplified picture of Transactional Analysis
Expectations
• Howdoweexpectyoungpeople tobehave?
• Whatdowegenuinely expect?
• Which setofexpectations dowedisplay
Do you know what pupils expect of you?
Howdoteacherscommunicatetheirexpectations?
• State oftheroom• Punctuality
• Posture& facialexpression• Movement
• Voice• Marking• Display• Other?
“Bethechangeyouwanttosee”
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RESPONDINGTOINAPPROPRIATEBEHAVIOUR
“If your only tool is a hammer…it’s funny how everything starts to look like a nail”
“If your only tool is a hammer…it’s funny how everything starts to look like a nail”
Workingtoaplan
Reminder(of establishedrule)
Warning(ofestablishedconsequence)
Consequence
Least intrusive
Most intrusive
Least intrusive
Most intrusive
A Privately understood signal
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Describethebehaviourthatyouwanttosee
“Jason...... looking thisway,thanks”
“Dwayne....sitting uponyourchair, thanks”
“Ellen..... listening, thanks.”
Describetheobviousreality
“Shannon,you’reeatingcrisps”
Describetheobviousreality
“David,youareoutofyourseat”
Rule Reminder
“Barack –what’s the rule about coats? Use it, thanks”
PartialAgreement
.
“Maybeitiscold.Takingthecoatoff,thanks.”
Give ‘Take up Time’
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Givechoices
“John, either put that away......or give it to me, thanks.”
Give Choices
John, either put that away......or give it to me, thanks.”
The language of choice ConsequenceReminder
• “If youkeep thecoaton,then youwillbecomingbackatbreak, it’syourchoice.”
• “Areyouchoosingtogiveupyourbreak?”
AskaQuestion TacticallyIgnore
• “Yes Jayne,you’vegotyourhandup,what’stheanswer?”
Tactically Ignore.. Yes Jane, you’ve got your hand up – what’s the answer?
Tactically Ignore.. Yes Jane, you’ve got your hand up – what’s the answer?
“Yes Jane, you’ve got your hand up – what’s the answer?”
Tactically Ignore..
‘When...then’ statement
“When youhaveputyourequipment back.....
......then youcango.”
TheMountiealwaysgetshisman
Consequencesmuststick!
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Catch them being good
Why should a school look like a cauliflower?
Effective Behaviour Leadership
• Identify the exact behaviours you want to see• Set them as success criteria• Model them in your own behaviour• Praise, highlight, encourage, reward• Established rules and routines• Rights and responsibilities• Relationships• Respect - unconditional
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BehaviourPlan(parttwo)Issue Desired
behaviourTeach Model Reward Sanctions
Calling out Wait turntospeak
Display/refer totheruleDemonstrateSet as target
Activelylisten topupils
Praise.Stickers etc
Consistency
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‘Ihavecome tothefrighteningconclusion thatIamthedecisive elementintheclassroom. Itismypersonalapproach thatcreatesthe climate.AsateacherIpossess tremendous power tomakeachild’s lifemiserableorjoyous. Ican beatooloftortureoraninstrument ofinspiration.Icanhumiliate, humour, hurtor heal.’
(Ginott, 1972)
www.stevebakereducation.co.ukenquiries@stevebakereducation.co.uk07801992704