Children who challenge: a behaviour for learning response

1
Children who challenge a behaviour for
learning response

• Philip Garner
• University of Northampton
• Presentation to Colleagues from The Church of
  Ireland College
• February, 2007

2
Recent Legislation, Guidance and Inspection
Reports (1989-2005)

• The Elton Report (1989)
• Pupils with Problems Circulars (1994)
• Dealing with Troublemakers (1997)
• Social Inclusion Pupil Support (1999)
• Principles into Practice Effective Provision for
  Pupils with EBD (1999)
• The Green Paper Action Plan (1997/1998)
• Inclusive Schooling (2001)
• Every Child Matters (2003)
• National Primary Strategy (2003)
• Secondary School Improvement Strategy - Behaviour
  and Attendance Strand (2003)
• Promoting Health and Well-being (2004)
• Managing Challenging Behaviour (2005)
• The Steer Report Learning Behaviour (2006)

3
Children love luxury. They have bad manners and
contempt for authority. They show disrespect for
their elders and love chatter in place of
exercise children are now tyrants
4
Coping with Problem Behaviours

• What is problem behaviour?
• Where does it come from?
• Why is it a challenge?
• What is our response?

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A AntecedentB BehaviourC Consequence
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What causes problem behaviour organic /
psychological environmental / educational
social / interactional
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5 Rs (rights / responsibilities / routines /
rules . RELATIONSHIPS)Behaviour for Learning
- (the triangle of RELATIONSHIP influences)
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Behaviour, Emotional and Social Development (C
of P, 2001)

• Isolated amongst peer group
• Last to become a group member
• Poor attendance/late arrival
• Plays with younger/older children at break-time
• Temper tantrums

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Behaviour, Emotional and Social Development (CoP,
2001)

• Off-task classroom behaviour (inc. out of seat,
  distracting others)
• Forgetting equipment/homework tasks (eg. reading)
• Low self-esteem
• Tendency to bully/be bullied
• Always tired
• General un-social behaviours

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Coping with Problem Behaviours

• Personal feelings beliefs
• Classroom organisation
• Classroom management
• Outside the classroom
• Rules routines
• Whole school policies

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Classroom organisation

• Equipment accessible / labelled
• Ambient temperature / ventilation
• Furniture / lighting / whiteboard
• Storage for pupils belongings
• Pupil grouping
• Curriculum groupings

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Classroom management

• Arrive early
• Clear instructions
• Acknowledge name positives
• Small achievements recognised
• Teacher as role model
• Lesson preparationdifferentiation
• Use of peer or adult support

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Classroom rules routines RULES

• Are few in number
• Are negotiated with pupils
• Are regularly reinforced
• Are positively framed
• Are clearly displayed
• Teaching how to meet a rule

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Classroom rules routinesRewards

• Are valued by pupils
• Are awarded fairly and consistently
• Are clearly related to positive behaviour
• Are small and achievable
• Are linked to school reward systems

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Classroom rules routinesSanctions

• Are related to behaviour
• Are fair and consistently applied
• Are understood by pupils
• Are understood by parents carers
• Form a hierarchy of severity

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Classroom rules routinesRoutines are
established

• For entering/leaving the room
• For distributing/collecting materials
• For gaining teachers attention
• For changing activities
• For gaining quiet/silence
• For clearing up

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What YOU need to do

• Develop good relationships with pupils
• Value yourself your job
• Teach children that in conflicts no-one wins
• Concentrate on change not punishment
• Be assertive fair
• Allow pupils to retreat be OK

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What YOU need to do (cont.)

• Use praise for self esteem to change
• Get pupils to reflect on their actions
• Realise that bad choice bad consequence
• Dont collect stamps
• Separate behaviour from the child
• Dont give pupils an audience
• Be open to new ideasbe creative

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Look after Number 1

• Accept praise / celebrate success
• Dont do catastrophe
• Have some fun (3 x 8 Buddhist Balance)
• Control sleep, alcohol, food
• Log hours worked
• You are a personnot a job
• Buy some plants

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Look after Number 1 (cont.)

• Identify star pupils clusters
• Identify a star teacher
• Discuss problems
• Set realistic targets (pupils and yourself)
• Develop your own positive affirmations
• Be aware of your own driver behaviour
• Remember! You dont deal in cures

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Even the most experienced and skilled teacher
has to manage pupils whose behaviour can disrupt
not only their own learning but that of others
(DfES, 2004)Reducing bad behaviour is a
realistic aimeliminating it is not (Elton
Report, 1989)