8 PRINCIPLES FOR PROMOTING POSITIVE BEHAVIOUR IN THE CLASSROOM SDPI SUMMER SCHOOL JUNE 22 ND 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

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

“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.” ( 2002)  Routines and procedures around : Entry to class Registration Asking permission Organisation of equipment Change of activity Signals for gaining attention Exit

Planning for Positive Interventions ____________________________ 8 Core Principles The following principles are taken from the work of Peter Hook and Andy Vass

8 Principles Vass and Hook 04 1.Plan for good behaviour 2.Separate the behaviour from student 3.Language of choice 4.Focus on primary behaviour 5.Actively build trust and support 6.Model the behaviour you want 7.Follow up on issues that count 8.Reconnect and repair relationship

8 Principles ______________________ 1. Plan for good behaviour Prevention strategies  Curriculum – organisation – inter personal 2. Separate the inappropriate behaviour from the student

8 Principles _______________________ 3. Use the language of choice 4. Focus on primary behaviours 5. Actively build trust and support

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

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!