Behaviour Management

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Behaviour Management

• An overview by
• Sally Shelton

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Main causes

• Conditions such as ADHD Autistic Spectrum
  Disorder such as Asperger Syndrome Dyssemia
• Motivation and the disaffected
• Use of recreational drugs
• Poor classroom management

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Specific learning difficulties/disabilities
Attention Deficit Hyperactivity Disorder

• Characteristics
• Needs
• Strategies

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Specific learning difficulties/disabilities
Asperger Syndrome

• Characteristics
• Needs
• Strategies

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Specific learning difficulties/disabilities
Dyssemia

• Characteristics
• Needs
• Strategies

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Acting in conflict

• In order to understand another's actions it is
  essential to examine our own reactions to
  specific situations.
• The following handout will enable you to
  determine how you act in a conflict situation.
• It is vital that you answer quickly and
  truthfully in order for a true reflection to be
  gained.

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Motivation and the Disaffected

• Choice
• Challenge
• Curiosity
• Competency
• Information
• Promote self-esteem
• Relevance
• Provide new challenges
• Reputation

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Classroom management

• Experience and research show that many
  practitioners in education are reluctant to spend
  valuable time in establishing key routines with
  students at the beginning of the academic year or
  term.
• Investing this time means that teaching can be
  used more effectively during the year.
• All students of any age or ability need
• structure
• routines
• boundaries
• This enables them to develop self-esteem so that
  they can learn

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Non-negotiable rules

• Anyone threatening or engaging in physical
  violence will be asked to leave. Their place
  will be reconsidered.
• Anyone using racist or sexist language will be
  asked to leave. Their place will be
  reconsidered.
• Anyone arriving drunk or drugged, or supplying
  alcohol or drugs will be asked to leave. Their
  place will be reconsidered.
• Do not use more than 5 non-negotiable rules.
  They should apply to staff and students.

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Behaviour management

• Despite careful management staff may still be
  faced with difficult or challenging behaviour.
  See techniques below-
• Stand by learners behaving poorly ask whether
  they need help. If they dont then quietly
  reinstate your expectation i.e. I need/expect
  you to
• Always focus on the deed not the person their
  behaviour is causing the problem not them
  personally.
• Always speak calmly and quietly whatever the
  provocation. Be assertive, positive, fair and
  consistent.
• Use the broken record technique, repeating the
  same point, despite learner comments.
• Try non-verbal raised eyebrow, shake of head, a
  look.
• When discussing a problem maintain eye contact.
• Refer to code of conduct and ensure learner/s
  know consequences

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Behaviour management

• Humour can help, beware of sarcasm. Sarcasm and
  language that publicly shames a learner or makes
  them look small is another trigger for
  challenging behaviour and should not be used
  whatever the provocation!
• Some learners have a power struggle with
  authority and the use of directive language. e.g.
  stop swearing or dont do that may trigger a
  behavioural challenge.
• Try changing a dont stop message into when
  you. the effect is.e.g. instead of stop
  swearing you could try when you swear others
  cant concentrate and this area is for quiet
  study.
• Avoid confrontation especially in front of
  others.
• Try for a win, win situation. Youll be
  surprised how it works.
• If ever in doubt enlist the help of a colleague.
  Do not put yourself at risk.

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Changing the script

• Think of a recent situation/incident with someone
  that you think you could have handled
  differently.
• What happened in the beginning?
• What did the other person say to you?
• How did you respond?
• Now try changing your response instead of
  dont or stop refer to the behaviour not the
  person

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Take the AQ Test

• Psychologist Simon baron-Cohen and his colleagues
  at Cambridges autism research centre created the
  autism-spectrum quotient, or AQ, as a measure of
  the extent of autistic traits in adults.
• The test is not a means for making a diagnosis,
  however, in trials the average score was 16.4.
  Eighty percent of those diagnosed with autism or
  a related disorder scored 32 or higher.
• Taking the test will provide you with your own
  score but, more importantly, with a greater
  understanding of the difficulties experienced by
  those with an autistic spectrum disorder

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Any Questions ?