Humanistic approach to behaviour management & self esteem Fda Supporting Teaching & Learning Unit: 22050003 Humanistic approach to behaviour management & self esteem

Session aims To examine the Behaviour for Learning approach to behaviour management To examine the principles of the humanistic approach to behaviour management To consider how we can use such approaches to develop appropriate behaviour and promote self esteem

Management strategies Behaviourist – control/discipline/correction Cognitive behaviour modification Behaviour for Learning Social-learning theory Restorative Justice Humanistic approach SEAL

Behaviour for Learning Based on a review by Powell & Tod (2004) Promotes ongoing reflection of whether a strategy is having an impact Learning behaviour is influenced by the triangle of influence

Behaviour for Learning framework 3 relationships: Relationship with self Relationship with others LEARNING BEHAVIOUR = promoting learning & managing behaviour Relationship with learning Home support & situation Personality Mental health /emotional literacy Self motivation Social skills Communication skills Confidence Position in peer group / respect Body language Learning environment Rules and routines Learning skills Inclusive school/ classroom Learning activities Teacher /TA approach What learning behaviours would you identify with each?

What learning behaviour do you want to work on/promote? Child A is very vocal and disruptive in class which means he is often sent out Child B is moody and unpredictable Child C is regularly involved in playground incidents for which she blames other pupils Child D reacts negatively to praise Child E frequently says ‘I can’t do this’ and will rip up his work and throw it on the floor

Behaviour for Learning Think of 2 situations that you experienced recently were you thought it went well/ not so well….. Which of the three relationships had the greatest influence? How might a behaviour for learning approach influence your practice Day-to-day Longer term planning

Management strategies Behaviourist – control/discipline/correction Cognitive behaviour modification Behaviour for Learning Social-learning theory Restorative Justice Humanistic approach SEAL

Social learning theory Bandura (1963), Patterson et al (1967),Wragg (1984) This theory proposes that many behaviours develop as a result of our observing what other people do E.g. children are more likely to be aggressive when they observed another person behaving aggressively If this behaviour was followed by rewarding consequences, such as passivity or crying by the victim, the aggression was more likely to be repeated This influences how children develop their knowledge of social roles and their sense of identity in school Children who see inappropriate behaviour going unchecked are more likely to be involved in similar behaviour themselves

Emotional Intelligence The ability to control and use our emotions to enhance success Emotional Quotient How it is measured Emotional Literacy Understanding & using emotions Learning how to learn

Emotional intelligence Based on the work of Daniel Goleman (1996) who identified 5 skill domains These work together to form emotional intelligence: - Self awareness - Managing feelings - Motivation - Empathy - Social skills How does developing these skills help us to manage pupil behaviour?

Emotional intelligence Can then be used to help pupils to: Learn the skills they need in order to behave well rather than just correcting poor behaviour Encourage children to make a choice about their behaviour Recognise and support children in managing strong emotions Encourage reflection about the consequences of particular behaviour Encourage participation in setting rules and consequences that are based on rights and responsibilities

Emotional intelligence Emotions of success Enablers Self awareness, optimism, self esteem Drivers Motivation, ambition, determination Emotional intelligence Constrainers Pessimism, anxiety, fear, low self-esteem Performance

Emotional growth Erik Ericson suggested 8 stages of emotional growth linked to maturity/age If people do not successful develop through these stages it will result in emotional immaturity

Activity What do you use in school to promote: Self awareness Managing feelings Motivation Empathy Social skills

Restorative justice How could this idea be used in school? Making amends directly to victim or community that has been harmed by an offence Shifts emphasis from challenging school authority to damaging relationships How could this idea be used in school?

Underpinned by 5 principles Full participation by all parties Aims to repair the damage for all involved Offender accepts responsibility Reintegration of offender & victim Proactive measures to prevent further harm Sharpe S (1998) Restorative Justice: a vision for healing and change, Edmonton

Restorative justice in schools - examples http://www.teachersmedia.co.uk/videos/restorative-justice-in-action-1 15 mins http://www.teachersmedia.co.uk/videos/restorative-justice-in-action-2 15mins

Humanistic approach Argues that individuals are motivated by intrinsic reinforcement ……just for the benefit of doing/achieving it It is seen as preventive rather than corrective Some humanists argue that attempting to motivate children using extrinsic motivations (rewards) undermines their intrinsic motivation …i.e. they lose sight of the intrinsic benefits of completing the work or completing the task

Maslow’s Hierarchy of Human Needs Self - Actualization Self - Esteem Love & Belonging Safety Physiological

Self esteem What is self esteem? Feelings and thoughts about oneself (+ve or –ve) Respect or regard for self (or lack of it) Self-worth (value of self) Self-image (perception of self) What factors affect how children feel about themselves? Who they are with at the time Social context – at home=parental care, role models, family size & birth order; at school – peer & class groups Current & past relationships Past experiences (esp in early childhood) – put down, excessively disciplined, abuse Timing- a person’s self esteem is changeable

Self esteem We can assess children’s level of self esteem by their emotional responses, attitudes and actions: Characteristics of high self esteem Characteristics of low self esteem Calm & relaxed Energetic Enthusiastic & well motivated Open & expressive Positive & optimisitic Self-reliant & confident Assertive Reflective (aware of own S&W) Sociable & co-operative Trusting & friendly Anxious & tense Lacking any enthusiasm Poorly motivated Easily frustrated Secretive &/or pessimistic Lacking in confidence Constantly seeking approval of others Arrogant+ aggressive / passive Self-destructive, abusive, resentful

Ways to promote self esteem What strategies do you use to promote self esteem? Think of examples of how these are put into practice

Ways to promote self esteem Verbal praise Nurturing techniques Positive points card Emotions wall/cards Mirror talk (look in the mirror): I feel positive about I am good at I can I feel great when Circle of success – step into it; shake off any negative thoughts and remember the feelings when you were successful

Case study You are working with a small group of 6 children who have been asked to carry out different measuring activities using a trundle wheel. One of the group appears more withdrawn than usual and appears frustrated with the task. What actions could you take? What else might you do to follow this up later?

DfE reports https://www.education.gov.uk/publications/RSG/publicationDetail/Page1/DFE-RR049 https://www.education.gov.uk/publications/RSG/publicationDetail/Page1/DCSF-RR064

“All children begin with the potential for high self-esteem, but their interactions with others contribute to whether positive self-esteem is encouraged or diminished” Lindenfield (2000)

Further information / reading https://www.education.gov.uk/publications/standard/_arc_SOP/Page8/DCSF-00453-2009 https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DCSF-RR064 https://www.education.gov.uk/publications/RSG/PopularRsgPublications/Page1/DFE-RR049

A look at the assignment Task 2

Assignment task 2 Investigate the needs and barriers to learning of a pupil, or group of pupils, for example with ESBD (Emotional, Social, and Behavioural Difficulties). You will need to consult with a range of others and any records or information available in order to: Monitor, record and evaluate the pupils’ progress using a range of assessment techniques. Collaborate with the teacher, to plan and carry out an intervention programme. Monitor and evaluate the intervention strategy and your role within it. School-based investigative task supported by reading. 40% of the marks;

Task 2 – bite size Monitor pupil and talk to others to establish needs, behavioural challenges & barriers to learning With teacher, design an intervention to help with behavioural challenges. Justify the design by using wider reading to provide theory support for your approach Carry out intervention. Monitor/assess & record child’s progress as you go. Note your role in it. Keep evidence of progress for appendix Explain and evaluate the intervention – in what ways was it successful / less successful + your role in it. Use wider refs in your explanation/evaluation

Further information / reading Hook P & Vass A (2002) Teaching with Influence, London; David Fulton Rogers B (2009) Classroom Behaviour; A practical guide to Effective Teaching, Behaviour Management and Colleague Support Rogers B & MacPherson E(2008) Behaviour management with Young Children London; Sage