Setting Boundaries

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Setting Boundaries
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Small group activity

• Imagine.

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School Behaviour Policy

• In the same groups 5/10 minutes
• Discuss your schools behaviour policy
• What is working?
• What is not working?
• What would you like to change?

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School and Classroom

• Fair and effective school behaviour policies need
  to consider
• AND consistency between the individual classrooms
  and across the school

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1. Rules

• Safety
• Predictability

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• The most effective rules are
• clear and positive
• able to be taught
• readily referred to and easily reinforced
• applied at all times
• displayed in the classroom
• few in number

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Have a dream.
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Teaching the rules
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Junior Pupils
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2. Routines

• Poor habits include
• Chaotic entry to the classroom.
• Lack of basic equipment.
• Delay in responding to the teachers signal to
  pay attention.
• Changing from one activity to another.
• Interfering in the work of others having
  completed a task early.
• Leaving an area in chaos after an activity.

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3. Rights

• Pupils and teachers have rights in the classroom.
  Pupils have the right to
• ?Be safe
• ?Feel safe
• ?Be valued
• ?Be respected
• ?Learn

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4. Responsibilities

• So what responsibilities do your pupils have?
• These may include
• To treat the other children kindly.
• To pay attention, to listen and to take part in
  lessons.
• To learn that other children have different ideas
  and different skills and not to make fun of them
  because of that.

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5. Rewards

• Whats in it for your pupils?
• This links to motivation (Chapter 5 in Rob Long)
  which is a state of readiness or eagerness to
  change, which may fluctuate from one time or
  situation ot another. This state is one that can
  be influenced
• (Miller and Rollnick, 1991).
• Points to note
• Not all pupils are motivated
• Some pupils need extrinsic rewards
• Some pupils need tangible rewards
• Motivation depends on the situation

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Rewardsthat are immediate, consistent and fair

• In class,
• be quick to catch them being good
• be ready to praise for effort and application
• be prompt to show recognition to those who
  respond to class rules and routines
• be quick to thank individuals, groups and the
  class as a whole
• have a reward structure in place

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Whole class rewards

• Marbles in a jar
• Footballs into goal
• Ticks on a sheet
• With good prizes

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Sanctions
Where we do use sanctions, it is important that
they are

• known and clearly understood by all (pupils,
  teachers, parents and carers)
• seen as fair and applied consistently
• accepted as a logical response to particular
  behaviour
• proportionate to the misbehaviour or
  non-compliance
• transparent and cumulative

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Setting up to succeedClassroom Organisation

• Space
• Light in the classroom
• Temperature
• The use of colours
• Sound or noise
  levels
• (see Rob Long, p.82 84)

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A further thought on lesson preparation and
planning
One way to make sure that unacceptable behaviour
is kept to a minimum is to plan and prepare
lessons well
1st Lesson Break 2nd Lesson Lunch 3rd Lesson
Maths 2 2 4 History Reading
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Lesson Structure
9.15 9.30 Listen to teacher
9.30 9.40 Writing work
9.40 10.00 Colouring
10.00 10.15 Making models
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TIME FOR A BREAK