Behaviour Management

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Behaviour Management

• Tutor
• Veronica Birkett

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Programme 09.30 Session one deteriorating
behaviour exploring the wider picture What do we
mean by challenging behaviour? Why does it
happen? Who is responsible? 11.00 Session two
Creating a positive school environment The role
of the school in creating an environment which
encourages positive behaviour the healthy school
model 12.30 Lunch Session
three Managing behaviour in the
classroom Developing your toolkit of strategies
for managing behaviour Effective ways of dealing
with conflict Evaluating your own communication
skills 15.15 Session four Loose ends/action
plan! 15.30 Evaluation /close
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Challenging behaviour---Who is responsible? The
role of the DCSF The role of the LA The role of
the school The role of the parent The role of
society The role of the pupil The role of the
teacher The role of the teaching assistant
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Creating a positive school environment The
following list of essentials has been compiled as
a result of discussion with groups of teachers
and SMT from many schools. Go through the list
and consider how effective your own school
environment is. Write down any factors which you
consider are effective in your school, not listed
here. A well defined, democratically produced
behaviour policy Good liaison with parents
through regular reports, letters home and phone
calls, informing them when their child has
achieved well Home school agreements
clear Attractive school environment Employment
of appropriate numbers of well-trained teaching
assistants, strategically deployed Attractively
presented comfortable seating in reception
area, Attractive display of pupils work in
corridors as well as classrooms, Photo albums of
the school children participating in various
activities, available for visitors Attractive,
welcoming staff room, Appealing toilet
facilities for both staff and pupils, Breakfast
clubs for pupils, Interesting playground games,
benches and picnic tables Buddy system in place
for new pupils
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Clearly defined daily routine. School rules
displayed in all classrooms All pupils sign a
contact agreeing to and understanding the school
rules School seeks out information regarding new
behaviour initiatives Range of notices around
school with polite reminders about what is
expected. (These will vary according to the age
of the child) Strong links made with all
possible support heath and social services, the
LA, parents EWOs, behaviour support services and
so on. Staff social activities Regular training
sessions in place for all staff, including
teaching assistants Training staff on ways in
which TAs may support teachers with the
management of behaviour Healthy choice of food
available for school lunches and breaks time
Pupil encouraged to drink water installation
of drinking water fountains Good supply of books
regarding the management of behaviour Wide range
of extra curricular activities available for
pupils Well-trained lunchtime supervisors
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Troubled or troublesome?

• The question of how much responsibility pupils
  must take for their behaviour is an interesting
  one. The World Health Organisation (WHO) have
  identified that 10 of pupils at any one time,
  may be troubled. The remaining 90 may be
  troublesome
• What do we mean by Troubled
• These pupils may have a medical condition or
  special educational need which must be identified
  and appropriate action taken. We must be
  vigilant. Examples include pupils with ADHD, ADD,
  Aspergers syndrome, Tourettes syndrome, Downs
  Syndrome, mental health problems, severe
  emotional stress experience.
• Troublesome
• You?
• Think back to your own schooldays. If you
  displayed any of the behaviours listed on page 3,
  can you say why these may have occurred?

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Stages of Learning where are you/your school on
the learning curve? Stage 1 Unconscious
incompetence You dont know that you dont
know Stage 2 Conscious incompetence You know
that you dont know Stage 3 Conscious
competence You know that you know Stage 4
Unconscious competence You dont know that you
know
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Visual learning style 29 of us prefer to learn
visually which means we respond well
to videos/watching demonstrations/we remember
what we see diagrams wall charts posters the
written word pictures/photos/computer
images making notes/spider diagrams using
colours/highlighter pens Dangers sitting near
to windows-easily distracted teachers who talk a
lot-make notes to help you stay
interested studying with the TV on!
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Auditory learning style 34 of us have an
auditory preference and prefer to learn through
listening and speaking, which means we respond
well to audiotapes the spoken word/we
remember what was said lectures discussions/work
ing in groups/sharing ideas reading out
loud Dangers working on your own---you need
to share ideas working in silence----talk to
yourself in your head-----ask yourself questions
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Kinaesthetic learning style 37 of us have a
kinaesthetic preference. We learn best through
feeling and doing. We respond to movement/need
short breaks every 15 minutes hands-on
activities/practical sessions/we remember what we
do design/creative activities/flash cards/mind
maps role play/drama music (particularly
Mozart!) Dangers having to sit still for
long periods of time teachers who talk quickly
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Using day to day fundamental strategies Ten top
tips for managing behaviour Andy Vass (Source
TES December 6 2002) 1. Focus on the
positive Catch them being good. For example, when
you give instructions, praise the pupils who
carry them out, instead of concentrating on
pupils who don't. 'Well done James! You listened
to what I said and you are the first to be
ready 2. Intentional ignoring Some aspects of
behaviour cannot, and should not, be ignored, but
minor misdemeanours, such as talking out of turn
or shouting out answers instead of putting up
hands could be. However, you should congratulate
the pupils who are on task and listening, and
those who do raise their hands to answer
questions. In this way, you are rewarding good
behaviour and not bad behaviour 3. Positive
cueing When one pupil, Jim, who is on task, is
seated next to another, Julie, who is not, then
again focus your attention on the desired
behaviour by clarifying it. 'Thanks Jim for
finding the page and being ready so quickly.'
This will often have the effect of the off-task
pupil (Julie) quickly finding her page so she
will receive the desired attention in a positive
way. 4. Use positive directions When a pupil is
off task, it is better to clarify the desired
behaviour rather than what it is you do not want.
Instead of saying, 'Jane, stop talking to Sarah '
remark, Jane, I want you to look at me and
listen. Thank you. 5. Rule reminders Reinforce
rules for pupils who persistently misbehave.
'Wayne, the rule in class is that you put your
hand up before you answer a question. Please
follow it.'
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6. Refocusing with questions Ask casual questions
to refocus a pupil's attention, without making
too much of the inappropriate behaviour. 'Hey
Hannah, how are you doing? Do you need my help?
No? Alright, I'll be back in a minute to see
you.' 7. When---then This tip establishes the
promise of a reward for completing the task in
hand. For example, you could say, 'Mark, when you
have completed the questions, then you will be
able to use the computer.' 8. Acknowledge and
redirect In order to avoid confrontation with the
pupil regarding their off task behaviour, for
example leaving their seat to go and talk with a
friend, show an understanding of the behaviour.
'Gregory, I understand you feel you have
something important to discuss with Lucy,
(acknowledge) and I will give you the chance to
talk later (resolution) but right now I want you
to say in your seat until you have finished you
work (redirection) 9. Either/or language Use the
language of choice in order for pupils to be
responsible for the consequences of their
behaviour. 'Waynetta, I have asked you to work
without distracting Sally. Either you choose to
work quietly and remain where you are, next to
Sally, or you choose to sit away from the rest of
the class for five minutes.' 10. Follow through
with agreed consequence Should Waynetta continue
to misbehave, then you must follow through with
the agreed consequence. 'Waynetta, you have
chosen to work here for five minutes. Bring you
work over, settle down and I will come in a
minute to see how you are getting on.' This shows
you are not holding a grudge!
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More tips Use humour! Say thank you instead
of please Use I messages, and not you And
last, but not least, make good use of the broken
record technique. Waynetta, I asked you to move
away from Suzie and sit over there. Thank
you Yes but, no but! Waynetta, I asked you to
move away from Suzie and sit over there. Thank
you Yes but, no but! Waynetta, I asked you to
move away from Suzie and sit over there. Thank
you Yes but, no but! Waynetta, I asked you to
move away from Suzie and sit over there. Thank
you Yes but, no but! Alright. I know doesnt
always work. At this stage, apply the sanction!!
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Scripts! Eric Berne Your life course is the
result of the following four interacting
factors Heredity- genes/mental characteristics Ext
ernal events- life experiences/divorce/death/pover
ty/neglect/over indulgence Decisions- to
marry/divorce/become a teacher/have
children/travel the world/stay at
home Script Your script is your life plan. By the
time you were four you have decided on the main
details, and by the time you are seven, you have
completed it. You will have written a winning or
losing script and you will set your life up
accordingly. The origins of the script 1 Script
decisions represent the infants best strategy
for surviving their particular world 2. Script
decisions are made on the basis of an infants
emotions and reality testing.
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A Winning Script Suzie Brighteyes has a positive
early experience of life. She compiled a winning
script. It looks like this I am----- loveable,
worthwhile, trustworthy, clever, pretty,
successful, and important Others are----
trustworthy, kind, caring, loveable The world
is----great! A Losing Script Waynetta Pughs
script is a losing one. Her life experiences have
been abusive and negative. She has decided I
am--- unlovable, stupid, ugly, worthless, and
unimportant Others are--- unkind, untrustworthy,
cruel, critical and abusive The world
is---grim! There is another type of script known
as harmatic (the Greek for fatal flaw) This
tragic script will inevitably lead to suicide,
imprisonment, or lifelong hospitalisation for a
psychiatric disorder. (Source TA Today Ian
Stewart and Vann Joines Pub Lifespace)
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Strokes A stroke is a unit of recognition Strokes
can be negative or positive Strokes can be
unconditional-for being Strokes can be
conditional-for doing. Strokes can be
written Positive This is a lovely piece of
work Negative This will not do. See me.
Strokes can be verbal- Positive Its good to
see you!(Being) I like your picture!
(Doing) Negative I wish you hadnt come.
(Being) I do not like your writing.
(Doing) Strokes can be non verbal- Positive a
smile, wink, thumbs up, a hug Negative a frown,
folded arms, finger pointing Strokes may be
delivered through Sight-a piece of work put on
the wall ---or not Hearing-praise or
criticism Touch-a hug, a push Taste- a favourite
meal, or badly prepared food Smell-a pleasant
perfume or unpleasant odour
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• How do you provide pupils with positive
  conditional strokes?
• Awarding stickers/house points/merit slips
• How do you provide pupils with positive
  unconditional strokes? These are the most
  valuable.
• Greeting a pupil who has been absent. Its nice
  to have you back. I missed you
• How can we ensure that negative conditional
  strokes give us the desired outcome?
• (Give I messages, not you)
• Charlie, I feel very disappointed with the work
  you have produced today. Is there a problem?
• We must never give negative unconditional
  strokes.
• They are damaging and abusive.

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Complementary Transactions Suzie comes into the
classroom wearing her coat
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Crossed transactions Waynetta comes into class
wearing her coat