Positive Behaviour Management Thursday 8th October 2015

Why do we have a C system? School Rules C System Consistency A – Listen in silence B – Put your hand up to speak C – Arrive on time to lessons with the correct equipment D – Keep your hands, feet, objects and comments to yourself E – Do as you are asked when you are asked. Warning C1 When one of the rules has been broken C2 When another rule or the same rule has been broken C3 Persistently breaking rules or extreme situations – sent to behaviour centre with a green slip Consistency

Behaviour Centre Stats 3.3X more overall 5.3 X more overall Behaviour Centre Stats In October we have had 212 visits to the Behaviour Centre on WRC (5 teaching days) Since the start of term that is 1074 visits to the Behaviour Centre on WRC alone This time last year we had 81 visits in October (that’s including the whole of October so about ½ of this would be more accurate = 40 ish) and 321 in total. Issues: when 4/5 students are sent from one lesson. Green slip isn’t completed. The behaviour centre ‘doesn’t work’ – responsibility and progress

Which one of these misdemeanour would warrant a C3 – sent to the Behaviour Centre Told another pupil to "shut up" Very rude and refusing Throwing rulers Fighting Defacing equipment (exercise book) Refused to do work Wrote on a piece of paper about another pupil Won't sit in allocated seat Stupid noises in class and calling out in class Throwing hula Hoops Phone went off Constant disruption Graffiti in book Failure to follow instructions Smoking Lack of effort Very rude Flicking paper Continuing laughing  Would not borrow PE kit Put glue on another pupils jacket No homework, no pen, not working ? ?

Firm but Fair/Consistent How do we use this? In your groups discuss each scenario and how you would go about deciding what to do if it happened in your classroom. What can you do within this situation? 4 minutes

Group 2: Group 5: Group 3: Group 4: Group 1: ALLEN Samuel CRAW Graham ATTWOOD Annabel EASTON Matthew JAMES Luke O'CONNOR David SCOTT Kieron TREVARTHEN Jason Group 5: COULTON Ian HEARD James McIlROY Charlotte PURSELL Fiona TOWNER Amanda WILLCOCKS Timothy Group 1: ALLEN Samuel CRAW Graham IGOE Lynsie McKENNA Martin ROWE Christopher WALDOCK Eleanor Group 4: CARPENTER David HAWKSLEY Natasa LOVE Matthew PUGH Sarah SPARK Christopher WALKER Martyn Group 3: BROWNING Julie FRANCIS Paul LEWIS Daniel PARSONS Sarah SOBEY Luke

Group 5: Group 2: Group 3: Group 1: CRAW Jane Hughes Kirsty BAVISTER Richard DALE Sian JONES Helene MANTELL Betty PERRIAM David TURNER Daniel Group 3: COCKER Martin GODFREE Matthew MITCHELL Katherine REILLY Melanie SMERDON Claire WILLIAMS Mark Group 5: CRAW Jane Hughes Kirsty PENNINGTON- WILLIAMS Tracey TREWINNARD Robert WARREN Neil Group 4: COOK Chris HINE Katie MONEY Lisa STEER Danielle SWETTENHAM Ben WILLIAMS Neil Group 2: BEALEY Jonathan COCKER Martin FREEMAN Anne JULIAN Katy LYNCH David SCOTT Margaret WARREN Helene

Group 5 HASBURY Rachel MARTIN Lisa POWER Graeme VAUDRY Samantha DINNIE Karen KEENE Amy-Rose MORGAN Kim SMITH Adam TANDY Samantha WHITE Adam Group 1 BOONE Teresa CORNISH Mary HUGHES Melissa MATHIESON Philip SMITH Mark WATT Nigel Group 5 HASBURY Rachel MARTIN Lisa POWER Graeme VAUDRY Samantha VIRGO William Group 4 BROWN Jodie HARRIS Kate KENNY Louise PILLAR Mark THOMPSON Caroline ZIAJKA Sofia Group 2 COOMBES Genevieve EAGLES Suzanne HUNTER Jessica NEWSAM Anna ROBINS Sally WOODRUFF Stacey

Three C’s Consistent Calm Compassionate

Relationships Teacher Student Parent How does this teacher build a relationship with his students? What does this teacher do right/wrong?

How can I positively control my classes? 1. Do Not Take it Personally 2. Think Quickly and Act Slowly 3. Have Established Rules and Procedures 4. Condemn the Behaviour and Not the Student 5. Act as You Say You Will 6. Avoid Shouting and Physical Contact 7. Control Your Communication and Body Language 8. Act Within School and Departmental Policy 9. Plan and Structure the Lesson Content/Activities 10. Ensure Student Voice