8 PRINCIPLES FOR PROMOTING POSITIVE BEHAVIOUR IN THE CLASSROOM SDPI SUMMER SCHOOL JUNE 22ND 2010 MARY BLACK, NBSS

What is Disruptive Behaviour? _________________________ “ a school’s intrinsic role is to provide teaching and promote learning for it’s student body. Consequently, any event or incident that frustrates this process can be characterised as disruptive behaviour.” School Matters 2006

The Nature of Disruption ________________________ Non-stop talking Coming late to class Failure to bring materials Challenging authority Ignoring the teacher Refusal to follow instruction Inappropriate language Making noise Rummaging in bags Taunting others Slagging Eating and chewing gum Cyber bullying School matters chapter 5

What is the Impact? Behaviour leading teaching and choice of methodology Lack of connection to the central function of learning Reactive instead of proactive Well behaved students are disengaging Teacher stress and loss Teacher isolation and deskilling Student life choices and opportunities are compromised

NBSS Support

“Effective teachers influence and manage the choices children make about their behaviour” ( Hook and Vass,2004)

What is a Positive Approach? _____________________________ An emphasis on positive statements Teaching students the social skills they need to be successful Re-directing the students towards desired behaviour A reward system in place Shift of focus – say what you want to happen ( not what you don’t) Praise = encouragement – not empty praise Praise even small improvements – catch them being good Consistency

“Where good behaviour is reinforced and acknowledged, it is more likely that it will become internalised. Public acknowledgement of positive student behaviour also helps to promote a sense of community within a school.” “School Matters: The report of the Task Force on Student Behaviour in Second Level Schools” (2006) p.75

“Whatever incentives teachers use it is essential that our characteristic teaching practice includes the principles of supportive and descriptive feedback and encouragement to our students regarding their effort, their goodwill, their contribution, and their thoughtful and cooperative behaviour; even if they are supposed to be doing that anyway! Like us, students benefit from – and even look for – acknowledgement and affirmation ” “Class Room Behaviour” – Rogers, B.(2000)

Routines Consistency Predictability – Students like to know the routine and the consequences “The outstanding teacher communicates high expectations and then teaches procedures to facilitate them.” (www.MarvinMarshall.com, 2002) Routines and procedures around : Entry to class Registration Asking permission Organisation of equipment Change of activity Signals for gaining attention Exit Whole school approach – no weak links – everybody singing from the same hymn sheet. Demonstrates a united front to students. By having clearly defined routines and procedures students are left in no doubt about teacher expectations – less likely to give it a go – Fred Jones suggest that by investing the time at beginning of year pays off. By practising the routine makes the routine become routine.

Planning for Positive Interventions ____________________________ 8 Core Principles The following principles are taken from the work of Peter Hook and Andy Vass Think of how you already apply these at a practical level on a day to day basis in your classroom The principles assist us in being more consistent in our interactions with the students and when we move away from them, they help us re-connect and repair the relationship.

8 Principles ______________________ Plan for good behaviour Prevention strategies Curriculum – organisation – inter personal Separate the inappropriate behaviour from the student Differentiation – content/methodologies Beginning of year/class – materials/pens Relationships Least intrusive intervention Give language of separation- externalise poor behaviour BUT personalise good behaviour Watch for good behaviour Connect with the student and make them the expert – prevent awfulisation What they do is not who they are Labelling as “bad” confirms low self image Self fulfilling prophecy Need hope to change the behaviour Connect appropriate behaviour with the student

8 Principles _______________________ 3. Use the language of choice 4. Focus on primary behaviours 5. Actively build trust and support Watch using maybe but! Pg 49-51 in handbook is essential here Two good choices - empowers the student – emphasises personal accountability – reduces conflict and tension – emotionally consistent with human needs Link language of choice tightly to consequences Give choices about the behaviour within rules Influence them to make the choice Apply the consequences (rewards / sanctions) Use “…instead of…” when talking about behaviour “I would like it if you would concentrate on your work instead of talking.” Primary is the issue Secondary is a diversion – verbal and non-verbal “Maybe… and….” This validates and redirects the students Set boundaries Be consistent Keep promises Be sensitive to individuals Pay attention to individuals

8 Principles _____________________ 6. Model the behaviour that you wish to see 7. Follow up on issues that count 8. Re-connect and repair the relationship Walk the talk – calm? Organised? Tactical ignoring/pause Keep simple Don’t always have to stop class Gentle humour when appropriate Model the behaviour that you wish to see The teacher’s behaviour is the most influential in the room Social learning model of behaviour management Being a normal human is a powerful model “Mistakes are choices that did not work.” 7. Follow up on issues that count Avoid “ manic vigilance” Make choices about what you can ignore What’s the best moment to deal with this? What’s the least intrusive skill that gets things on track? 8. Re-connect and repair the relationship Re-connect before they leave the room Verbal or non-verbal is fine Simple skills

Battle Zone or Learning Zone Tim O’Brien 1998

Initiating Statements Initiating statements teach good behaviour by naming what you want from the student “Pauline, face forward and listen. Thank you.” “John, I want you to lower your voice so we can talk. Thank you”

When things escalate… Remember… You are in an escalating situation when you are: - Answering pointless questions - Starting to argue - Trying to persuade - Justifying your requests - Explaining things over and over - Using an aggressive tone of voice - Changing your requirements - Making exceptions - Completing the work for them

Some useful strategies…

Flip the Script “David, let me see if I understand what you are saying… Number one… Two… Three… Is that right? I cant do anything about that now but…”

Alpha Commands Give specific instructions with no more than 2 directions “David, I want you to face forward and start question one.” Give clear and direct instructions. Allow take-up time

Broken Record Technique Keep repeating the same message in a calm voice Identify the goal and make a clear statement. Pepper the broken record technique with empathy! “I know that you are frustrated but I need you to calm down before we can talk.”

“The most important motivator is the teacher and his/her belief in the child” Rogers, (2000)

Thank You!