Motivation and the role of the TA in managing behaviour Fda Supporting Teaching & Learning Unit: 22050003 Motivation and the role of the TA in managing behaviour

Session aims To be aware of theories of motivation To examine the language of behaviour management To consider the role of the TA in managing behaviour

Recap - Factors that influence behaviour Positive atmosphere Peer influence Rewards / sanctions Peer group Effective parenting Home circumstances Traumatic experiences Relationship & rapport Consistency Expectations / removing labels Emotional development Communication skills Intelligence/common sense Self motivation Child’s needs & skills Teacher/ TA approach Positive classroom External influences

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?

Theories of motivation Psychodynamic/Unconscious theories: - Instinct theory - Drive theory Behaviourist theories: - Psychological hedonism - Arousal theory Humanistic theories - Maslow’s hierarchy of needs Cognitive theories: - Attribution - Self efficacy How do these influence behaviour management? http://padlet.com/wall/dfgcpw9m7z

The Self-fulfilling prophecy The pupil picks up on the teacher’s/TA’s expectations of them and behaves according to these expectations

The language of behaviour management Rogers (1997), Hook & Vass (2002), Rogers & McPherson (2008) Tactical ignoring Proximity Non-verbal signal Incidental language Distraction / diversion Rule Reminder Simple direction Restatement of a simple direction or rule Reminder of a consequence expressed as a choice Consequence applied Exit from the class Give actual examples for each of these approaches Increase in intrusion

Body language for engaging and motivating http://www.teachersmedia.co.uk/videos/body-language-for-engaging-and-motivating 2 mins

What is the role of the TA? What is your role in managing behaviour? How do you and the teacher establish expectations? What do you need to know before working with a child/group?

Setting expectations Use clear specific statements of positive targets of what you want pupils to do Describe the behaviour – what does it look like Outline what you want and why Not too many at once – work on key ones initially Refer back to expectations repeatedly Use a drip-feed approach Match your phrasing to the age/attitude of the group Model what you want- e.g. if you’ve asked for silence, don’t then talk over them. Cowley (2010)

What do you need to know beforehand Potential behaviour issues Learning needs Physical needs Names of at least some children ……..but do not prejudge a class!

Establishing ground rules http://www.teachersmedia.co.uk/videos/sharing-expectations 15mins http://www.teachersmedia.co.uk/videos/sharing-expectations-in-brief 3 mins

Managing behaviour tips http://www.teachersmedia.co.uk/videos/libbys-little-tigers-revisited 15 mins

How do we record and assess progress in behaviour?

Individual Behaviour Plan Longer term targets: Date Target(s) Comment / Evidence Actions Autumn term Spring term Summer term

Individual Behaviour Plan Short term targets: Date Target Comment / Evidence Actions How do you use IBPs in school?

Managing emotions http://www.teachersmedia.co.uk/videos/emotion-cards-anger-management-game-motivational-stickers 15 mins

How do you ensure that this partnership is effective? Working with parents How do you ensure that this partnership is effective?

Effective behaviour policies What do we mean by effective? Shared ownership with staff, pupils and parents Continuous review Be consistently applied (whole school approach) Have clear rules & sanctions Pre-empts problem behaviour rather than all reactive Have an emphasis on positive Be realistic in what it asks staff and children to achieve Involve the children/students too

Which approaches does your school behaviour policy use? Is it effective?

Plenary Give one example of a motivational theory and how you could use it to manage behaviour in the classroom Identify one action that you could take to develop your practice further

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