LASI NQT TRAINING

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LASI NQT TRAINING SESSION 2

• Key points from last time
• The Discipline Plan basics for a classroom
• Graded Response to Managing Disruptive Behaviour

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Observable behaviour
Hidden aspects of behaviour
Emotional and psychological
Biological
Social
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Influences on Behaviour

• Lack of stable environment
• Emotional and/or physical neglect and abuse
• Poverty
• Parenting skills
• Learning difficulties
• Medical needs/Mental Health

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Maslows Hierarchy of Need
1954 Motivation and Personality
Module 0ne
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The Discipline Plan

• Rules
• Incentives
• Consequences

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Choosing Rules

• Maximum of 5
• Positively phrased
• Clear and observable
• Choose rules that apply to behaviour
• Involve pupils in choosing rules
• Teach the rules
• Display the rules

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Classroom Rules

• Examples of Classroom Rules from Schools
• Follow instructions
• Keep hands and feet and objects to yourself
• No teasing or name calling
• --------------------------------------------------
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• Listen, and follow instructions
• Keep hands, feet and objects to yourself
• Ask permission before leaving the room
• Look after our own and school property
• Walk in school

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Positive Recognition

• Use positive praise to-
• reinforce pupils following instructions
• encourage pupils to continue appropriate
  behaviour
• inform i.e Well done for..
• create a positive classroom environment
• increase a pupils self-esteem
• BUILD A RELATIONSHIP

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Praise

• Praise needs to be -
• given in a ration of 51
• given early
• given privately to older pupils
• genuine
• given to every pupil every day

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Whole Class Rewards

• Can be used over one lesson or on-going over a
  few days no longer than a week
• Points given to individuals, groups or whole
  class
• Once given points cannot be deducted
• Works on positive peer pressure
• Allows the teacher to praise those who are always
  good
• All pupils have the right to the reward
• Can be adapted for the more challenging child
• The reward is given on the day it is achieved
• Rewards are negotiated in advance with the pupils

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Examples of Whole Class Rewards

• Games (Heads down, thumbs up)
• Free choice
• Extra playtime
• Listening to music
• Teacher forfeit
• Time to talk

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Benefits of Incentives

• Pay off for following our instructions
• Encourages children to behave appropriate
• Increases self-esteem
• Raises on-task behaviour
• Increases feel good factor
• Creates a positive classroom environment
• Helps to develop relationships

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Choosing Consequences

• Appropriate for pupils
• Ones they dont like !
• Neither physically, emotionally or
  psychologically harmful!!
• Easy to implement and under own control
• Arranged in a hierarchy

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Implementing Consequences

• Consistently applied
• Calm, firm manner
• Given as a choice
• Acknowledge compliance
• Carried out- its not the severity its the
  certainty

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Examples of Consequences

• From a local school
• Verbal reminder
• Formal warning (given as choice)
• Two minutes time out
• Work with named pupil
• Lost playtime
• Sent to head

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Benefits

• Child has to choose to misbehave- so in control
• Child knows what will happen in advance
• Fair
• Teacher doesnt need to get cross
• Child responsible for own behaviour

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Graded Response to Behaviour

• Use strategic ignoring
• Its impossible to tackle all behaviour so.
• Blank some behaviour by a nil reaction
• Positively engage with the other pupils
• Avoid providing a spotlight

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Graded Response to Behaviour

• Use non-verbal signals
• e.g. The Look, Frowns, SShhhh, mimes, coded
  messages, smiles, thumbs up, thumbs down, shrugs,
  stop signs and..??

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Graded Response to Behaviour

• Diversion
• Distraction

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Graded Response to Behaviour

• Restate the class or school rule then give a
  direction
• We have a class rule about listening when the
  teacher is talking to the class soyou need
  to face me and listen quietly

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Graded Response to Behaviour

• Question and feedback on rules
• Jamie, what is our rule about how we talk to
  other people in the class?

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Graded Response to Behaviour

• Use physical proximity to calm situations
• No need to talk to or look at the children or
  make any comment your physical presence is
  enough

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Graded Response to Behaviour

• Use of Physical Touch!!!!!
• Check out your school policy
• Use frequently and publicly
• Limit to touching the arms
• Know your child be aware of individuals who are
  not tactile
• Gender of adult is important
• But . touch is a very important part of human
  nurturing a very powerful means of communication

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Graded Response to Behaviour

• Give take up time
• John (strategic pause to gain attention)
  ..John, you need to get your book open and begin
  the task
• After giving a direction strategically walk away
  to give them the opportunity to comply in their
  own time

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Graded Response to Behaviour

• Use calm, assured, positive, confident body
  language (even if you feel inwardly uncertain).
• Use the tone, pace and volume of your voice to
  communicate calm
• More than 90 of what we say is transmitted
  non-verbally.

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Graded Response to Behaviour

• Use an assertive response rather than
• hostile (angry, rigid, demanding, controlling)
• Passive (weak, indecisive, unpredictable, whining)

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Graded Response to Behaviour

• Use language of choice
• This creates a win-win situation by giving
  options to a child rather than ultimatums.
• Eg .
• You need a pen .. This one or that one?

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Graded Response to Behaviour

• Respond to Primary not Secondary Behaviours
• Primary behaviour is the key behaviour you are
  addressing
• Secondary behaviours are all the distractions,
  delaying tactics, arguments, excuses, grunts,
  shrugs, faces, barely audible insults or
  complaints that we initially ignore

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Graded Response to Behaviour

• Use time out
• Within class area
• Safe agreed area out of class
• Informal errand
• Timeout card if appropriate
• Agreed with the pupil / other adults

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Graded Response to Behaviour

• Consequences should be certain rather than
  severe
• Bill Rogers

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Graded Response to Behaviour

• Follow up on issues that matter be dogged about
  follow up.
• Develop a reputation for following through
  assertively, consistently and fairly.

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Graded Response to Behaviour

• Aim for the win win solution

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Graded Response to Behaviour

• If you need to show anger make sure it is rarely
  used, appropriate and fully controlled

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