Scenario 16: Effective Sanctions Behaviour Scenarios A specially commissioned set of resources for tutors, school mentors and trainee teachers Scenario 16: Effective Sanctions 1

Scenario 16 Effective Sanctions You want to improve the work ethic in a class and keep them on task. They are constantly distracting one another and ignore your threats of sanctions for misbehaviour. How do you get them to do what you want? www.behaviour4learning.ac.uk 2

Key Learning Outcomes Understanding how to maximise good behaviour for learning whilst minimising the need for sanctions. Evaluating the effectiveness of different ways of using sanctions in the light of observations. www.behaviour4learning.ac.uk 3

What do you do? Escalate and threaten the class with more severe sanctions. Redirect or give choice directions to pupils who misbehave and allow take-up time. Develop a hierarchy of sanctions to use progressively as behaviour gets worse. Ask a more experienced member of staff to sit in on your lesson and give you feedback on using sanctions effectively. Choose the worst behaving pupil and make a dramatic example of him or her. Explain your frustration to the class and tell them that the next person to misbehave will cause the whole class to be in detention. www.behaviour4learning.ac.uk 4

What may be the best choice? 6. Use redirection, choice etc. and 3. Ask for feedback and advice It may be tempting to concentrate on punishments when everything is going wrong, but ever- escalating sanctions do not work. You need a range of sanctions, not an inevitable path for pupils to slide down. Creating a more positive climate in the classroom e.g. by “catching pupils being good” is far more effective, especially alongside clear warnings and choices that give pupils the chance to put things right and avoid being punished. www.behaviour4learning.ac.uk 5

How might you prevent a recurrence? Ensure that reinforcement of good behaviour is used more frequently than sanctions. Ensure that the basics, such as pace, challenge, clarity of instructions etc. are right in your lessons. WALT (WALT = We Are Learning To…) and WILF (WILF = What I am Looking For…) can be used, too!) Never make threats. Ensure that sanctions are a consequence for pupils which will follow misbehaviour if they choose that path. Minor sanctions will often be enough, especially if explained assertively and not aggressively. Include a restorative opportunity in the sanction. www.behaviour4learning.ac.uk 6

Underlying principles Using the language of limited choice involves pupils in their own discipline and encourages them to take responsibility for their actions. A range of sanctions may well be needed – but if you can deal with conflict in a restorative way this can help to prevent repeat offences (for the same reason as the point above). Sanctions in themselves don’t solve problems. Focusing on those who are doing things right helps to create a positive climate and ensures that those who misbehave do not get all the attention. www.behaviour4learning.ac.uk 7

Rights and Responsibilities Schools are required to have a discipline policy which should have an emphasis on rewards rather than sanctions. Teachers should ensure that they are working within these guidelines, including using praise effectively. Because a consistent approach across a school is likely to be more effective and seen to be fair by pupils, teachers owe it to colleagues and pupils to be consistent. Being consistent does not mean being inflexible. Teachers should use professional judgement when applying rules. Only headteachers, or their delegated representative, have the right to exclude pupils. Parents and pupils have the right of appeal against such a decision. www.behaviour4learning.ac.uk 8

Activities to try When observing a lesson, keep a tally of sanctions and positive comments/praise for work and behaviour and the effect of each on WALT. What do you observe when sanctions are threatened or used or when praise or reward is given. Discuss with the group. Tomorrow, in your classroom, try praising twice as much as normal (this will be difficult if you are already very positive) Keep a tally for yourself and feed back the outcomes to this group. Remember, praise does not have to be a big deal – low key is fine! Bearing in mind what you have learned about effective sanctions, make a list of sanctions that you could use to achieve the purpose of avoiding a recurrence of a misbehaviour. 9 www.behaviour4learning.ac.uk

Want to find out more? References on the B4L site Group trainee teacher discussions – Effective Sanctions B4L item – Student Perceptions of Rewards and Sanctions Glossary item - Assertive Discipline B4L item – Strategies for Behaviour Management - Derby City Council B4L item - Formal systems of rewards and sanctions in secondary schools and their affect on motivation and behaviour Teachers TV - Primary Management – Challenging Behaviour Teachers TV - Primary NQTs Managing Behaviour Teachers TV - Secondary Special Needs - EBD - Transforming Lives Teachers TV - Secondary Homework Sanctions and Support www.behaviour4learning.ac.uk 10

Conclusions What is the key message have you gained from this scenario material? How might you apply this approach in your own practice in school. Further insights and notes for tutors and mentors are available on the website Updated August 2009