Primary Undergraduates

1
Primary Undergraduates

• Whole School Policy 1

2

• Learning Outcomes
• Develop an appreciation of how rewards and
  sanctions can be used to teach responsible
  behaviour and help children make better choices
• Develop an understanding of the purposes and key
  principles of behaviour management
• Develop understanding of range of issues relating
  to behaviour management

3
Session Outline

• Introduction to TTA website and follow up work
• Purposes of behaviour management
• Classroom contexts
• Guidance about rules, rewards and sanctions

4
Introduction to TTA website

• This resource will help you to develop an
  understanding of a range of issues related to
  behaviour management
• http//www.behaviour4learning.ac.uk/
• Follow up work on next slide

5
Follow up work

• Use www.behaviour4learning.ac.uk to research an
  article of your choice
• Be prepared to present and share this with a
  small group Monday 18th October
• To help with your assignment you could start to
  find out about legislation/government guidance,
  its impact on practice and relationship to whole
  school policies
• Directed Study session Monday 11th October 04

6
Follow up work

• In your presentation be prepared to
• Summarise the main focus of the article/research
• Identify the impact the main findings of the
  article may have on your practice
• Share which areas of www.behaviour4learning.ac.uk
  you explored

7
Purposes of behaviour management

• Discussion
• What in your view are the main purposes of
  behaviour management in the classroom and
  behaviour management policies?
• Suggestions on next slide

8
Purposes of behaviour management

• To create a climate where learning can flourish
• To protect basic rights of safety, learning and
  respect
• To set the boundaries in which children can feel
  successful and achieve
• To teach children about socially appropriate and
  acceptable choices (Hook, P. A, Vass 2004)

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Principles of behaviour management

• Discussion
• Principles will help ensure that your responses
  are fair and consistent
• What in your view should be some of the main
  principles underpinning your behaviour management
  policies?

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Your principles may include

• Planning for good behaviour
• Separating the behaviour from the child and
  focussing on primary behaviours
• Using the language of choice
• Actively building trust and repairing
  relationships
• Modelling the desired behaviour
• Following up issues that really count (Hook, P.
  A, Vass 2004)
• Welfare of the child is paramount

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Classroom Contexts
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Classroom contexts

• Develop your range of strategies for different
  contexts

Aim to use strategies from green contexts
SEI 04 adapted from K.Rowland LEA Ed Psych and
Canter, L (2001)
Promoting on task
Re-focusing Low key off Task
Dealing with Disruptive off task
Supporting Children with difficulties
Find out what happens in your SE school
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Context for rewards, actively promoting good
behavioure.g.

• Establish rules and routines
• Greet children as they enter and plan exits
• Use positive recognition (verbal/non-verbal)
• Positive constructive feedback,i.e specific
  praise
• Scan
• Circulate
• Positive repetition
• Rewards for individuals or class
• Canter L 2001

Plus range of strategies seen on Bill Rogers
videos Prevention and Positive Recognition
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Low key, off-task behaviour

• If children are not on-task and are off-task,
  their learning is less effective. However, not
  all off-task behaviour is disruptive.
• Discuss
• What might low key, off-task behaviour look like
  in the classroom?

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Re-focusing low key, off-task behaviour

• All of previous ande.g.
• Use of name
• Look
• Praise surrounding children
• Repeat instruction/direction
• Re-teach
• Allow take up time
• Tactical pausing
• (Canter L 2001)

Plus range of strategies seen on Bill Rogers
videos Prevention and Positive Recognition
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Rules should be few and

• Involve the children
• Be displayed clearly
• Shared with SMT and parents
• Reflect rights/responsibilities
• Use positive language
• Be observable
• Regularly taught/reinforced

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Example of class rules

• Always age related, agreed with class, shared
  with SMT and parents
• In our class
• We always do what our teacher asksfirst time
• We use partner voices inside
• We let others work
• We ask if we want to borrow other peoples things
• (See Canter, L. 2001 for examples)

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Rewards

• The most important message about rewards is that
• REWARDS CHANGE BEHAVIOUR
• (Hook, P. Vass, A. 2004)

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Rewards change behaviour

• Emotional feedback is the most effective form of
  reward, e.g. smiles, thank you, constructive
  feedback
• Tangible rewards, such as stars etc are only
  effective if linked to emotional feedback so use
  carefully
• Rewards should not be taken away, apply a
  sanction if inappropriate choices are made (see
  later)
• In an inclusive classroom all must have access to
  rewards in some form

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Example of class rewards

• Praise
• Show our work to other classes
• Visit our Headteacher
• Our teacher tells our parents/carers
• We get stars/stickers
• We earn the class a smiley face (class wide
  rewards are very powerful see next slide)
• We get a treat (e.g. Golden Time/Video/extra
  play)
• We are mentioned in assembly

21
Class wide rewards

• All benefit and have access to these
• Individual esteem is raised
• Are simple to administer
• Teach and reinforce desired behaviour
• Need to be planned for and applied consistently
• (See Canter, L. 2001)

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Discussion

• What is your professional response to the
  following
• Rewards are just bribery
• Ive always give stickers, but they dont work

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Sanctions

• The most important message is that sanctions do
  not change behaviourthey simply limit behaviour
  long enough to allow you to reward the new,
  desired behaviour
• (Hook, P. Vass, A. 2004)

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Effective sanctions

• It is not the severity of the sanction that makes
  them effectiveit is their inevitability.
• Sanctions should always be applied as a choice,
  e.g. if you continue to stop M working you will
  be choosing a warning i.e. the sanction is a
  logical consequence of the childs action (Hook,
  P. Vass, A.)

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Example of a sanction hierarchy

• Always age-related, small but inevitable,
  delivered calmly to individuals,
• Rule reminder (twice)
• Warning
• Work alone for 3 minutes
• 1 minute loss of playtime
• Tip Keep a checklist/tracking sheet
• Share with class, SMT and parents
• (See Canter L 2001 for further e.g.s)

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Acknowledgements and References

• Worcestershire LEA Educational Psychology Service
• Hughes, M (1999) Closing the Learning Gap
  (Network Educational Press)
• Smith, A (1996) Accelerated Learning in the
  Classroom (Network Educational Press)
• Rogers, W (2000) Behaviour Management, Sage (Paul
  Chapman)
• Canter, L (2001) Assertive Discipline, (Canter
  and Associates)
• Hook P. Vass A (2004) Behaviour Management
  Pocketbook (Teachers Pocketbooks)
• Rowland K Motivational Discipline, Behaviour for
  Learning (publication pending)