The Good Behaviour Game: A Classroom Behaviour Management Strategy Presented by Chrissie Spring Headteacher Oxfordshire Behaviour Support Service with Oxford Brookes University and Oxfordshire County Council

Goals of the Good Behaviour Game  To socialise children into the role of being a pupil and to reduce disruptive and aggressive behaviours in the classroom “The Headteacher suspended me – School is the only place in the world where you can get time off for bad behaviour.” 2 CONTACT Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston Oxford OX3 0FL Phone +44 (0) Fax +44 (0)

 GBG was originally developed by Barrish, Saunders, & Wolfe at the University of Kansas with the first report in 1969 The History of the Good Behaviour Game 3 3 CONTACT Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston Oxford OX3 0FL Phone +44 (0) Fax +44 (0)

On pupils:  Aggressive, disruptive behaviour as early as Year 2 is a major risk factor for academic failure, later school drop-out, delinquency, drug abuse, depression, and other problem outcomes.  Children with behaviour problems in poorly managed Year 2 classrooms were up to 20 times more likely to exhibit severe aggressive problems in late primary / early secondary years compared to similar children in well managed Year 2 classrooms. How does this impacts on teachers?  The number one reason for teacher burn-out is the inability to manage the classroom. Impact of Poorly Managed Classrooms 4 CONTACT Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston Oxford OX3 0FL Phone +44 (0) Fax +44 (0)

LONG TERM BENEFITS OF THE GOOD BEHAVIOUR GAME Selected Outcomes at Young Adulthood (age 19-21) GBG classrooms Standard Program classrooms Risk Reduction Use of School-Based Services for Problems with Behaviour, Emotions, or Drugs or Alcohol  Males highly aggressive, disruptive in Year 2 17% 33% 48% Lifetime Illicit Drug Abuse/Dependence Disorder  All Males  Males highly aggressive, disruptive in Year 2 19% 29% 38% 83% 50% 65% Lifetime Alcohol Abuse/Dependence Disorder  All males and females 13% 20% 35% Smoking 10 or more cigarettes a day regularly  All males  Males highly aggressive, disruptive in Year 2 7% 0% 17% 40% 59% 100% Antisocial Personality Disorder (ASPD)  All males and females  Males highly aggressive, disruptive in Year 2 17% 41% 25% 86% 32% 52% Drug and Alcohol Dependence (2008), 95S, Kellam et al.; Poduska et al.; Petras at al.; Wilcox et al.; and Brown et al. 5 CONTACT Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston Oxford OX3 0FL Phone +44 (0) Fax +44 (0)

 Changes in teacher practices  Differentiation of tasks for pupils  Awareness of pupil needs and growth in terms of behaviour and learning Additional Benefits of the GBG 6 CONTACT Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston Oxford OX3 0FL Phone +44 (0) Fax +44 (0)

 Year 2 classrooms particularly important to later academic, mental, and behavioural health.  A relatively simple method of classroom behaviour management that can have a dramatic long-term impact if done with fidelity.  Without a system to mentor, model, and monitor teacher practices over time, GBG practices are not sustained. A good knowledge of pedagogical practice as well as how to teach behaviour for learning is essential without this, mentoring will not be as effective. Lessons Learned 7 7 CONTACT Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston Oxford OX3 0FL Phone +44 (0) Fax +44 (0)

GBG UK Project  Pilot project Brookes University and Behaviour Support Service  6 schools and 10 classes  200+ pupils  1 academic school year  5 coaches  Preliminary findings very positive)  Several pilot schools bought in the following year. 8 The Good Behaviour Game UK Behaviour for Learning The Good Behaviour Game UK Behaviour for Learning CONTACT Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston Oxford OX3 0FL Phone +44 (0) Fax +44 (0)

 Teachers  Initial GBG Training: Group-based  Booster / Network Sessions: group-based  Supported by trained coach with Qualified Teacher Status: In-classroom (observing, modeling, mentoring)  Professional development based on teacher practices/fidelity checklists  90 minutes visits based on 3 cycles through the year. Training and Support 9 9 CONTACT Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston Oxford OX3 0FL Phone +44 (0) Fax +44 (0)

 Classroom Rules  Team Membership  Monitoring of Behaviour  Positive Reinforcement GBG Core Elements 10 CONTACT Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston Oxford OX3 0FL Phone +44 (0) Fax +44 (0)

0 - Voices Off 1 - WHISPER VOICE (Speak in a whisper voice to your neighbour) 2 – INSIDE VOICE (Speak in a quiet voice to people who are close to you) 3 – OUTSIDE VOICE (A voice you would only use outside) Voice Levels: Displayed on a poster and referred to by the teacher in and out of the Game CONTACT Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston Oxford OX3 0FL Phone +44 (0) Fax +44 (0)

 A baseline for each pupil is done using an assessment.  Classes are divided into heterogeneous teams (4- 7, depending on class size), balanced for learning, behaviour, and gender. Team Membership CONTACT Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston Oxford OX3 0FL Phone +44 (0) Fax +44 (0)

Implementation Materials  Implementation Manual for Teachers  Class Rules Poster, Desk Copy of Class Rules  GBG Team Membership chart  If necessary, change team membership to ensure that they are balanced. 13 Team MembershipBlank Space for Marks ARDVARKS Team 1: Joan, Tyrone, Carlos, Anna, Karen, Miguel Team 2: Natalie, Matt, Gregg, Brian, Kim, Maria Team 3: Tarsha, Jacob, Maria, Darin, Juan, Faye Team 4: Dawn, Christy, Donna, Sean, Khalil CONTACT Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston Oxford OX3 0FL Phone +44 (0) Fax +44 (0)

 Team Aardvark gets a MARK because Tyrone broke Rule # 1 We will work quietly.  I like the way some / the rest of Team Aardvark and everyone else in the class are working quietly. Team Checks CONTACT Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston Oxford OX3 0FL Phone +44 (0) Fax +44 (0)

 The GBG is played for brief intervals at first (10 minutes, three times a week)  The duration and frequency are gradually lengthened as children gain practice in controlling their behaviours.  Rewards become more intangible as the year progresses. How is the GBG played ? 15 CONTACT Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston Oxford OX3 0FL Phone +44 (0) Fax +44 (0)

Starting the GameAnnouncing that the GBG is about to start Introducing TasksReviewing directions for independent work Reinforcing Class RulesReviewing the four class rules Playing the GameSetting the timer; monitoring behaviour; following the check, comment, praise procedure Ending the GameStopping the GBG when the timer rings; announcing its end Announcing Winning Teams Identifying/announcing teams earning 4 or fewer marks Providing RewardsDistributing tangible rewards or privilege/activity reward tokens Recording Game ResultsRecording points earned by teams on the weekly scoreboard onto the GBG Score Record and stamping pupil booklets Strict Procedures Fidelity Checklists 16 CONTACT Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston Oxford OX3 0FL Phone +44 (0) Fax +44 (0)

 At the end of the Game, teams with four or fewer marks earn rewards.  Each team that wins at least one game during the week also earns a weekly reward. Selecting Rewards and Incentives CONTACT Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston Oxford OX3 0FL Phone +44 (0) Fax +44 (0)

Record Keeping and the mysterious ‘PROBE’  A probe is a way to see if your pupils’ behaviour has improved outside of the game  2-3 times a week for minutes  Children must be in their GBG teams BUT are not playing the game – the rules can still apply  It is a chance for teachers to see how and if behaviour has generalised – problem solve as needed CONTACT Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston Oxford OX3 0FL Phone +44 (0) Fax +44 (0)

GBG Into the day to day practice  Referencing rules at every opportunity  Let the children know what the voice level is that they are required to work with.  Modelling expectations with pupils  Consistent routines  Praising pupils consistently for following rules  Making expectations clear  Least to most intrusive interventions.  Monitoring consistently throughout the day CONTACT Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston Oxford OX3 0FL Phone +44 (0) Fax +44 (0)

 Three cycles a year  Four visits per cycle  Fidelity checklists  Probes  Record keeping  Teacher’s development plan developing management, teaching and learning by trained GBG coaches with Qualified Teacher Status Oxfordshire Coaching CONTACT Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston Oxford OX3 0FL Phone +44 (0) Fax +44 (0)

 Oxfordshire Behaviour Support Service Tel:  David Foxcroft Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston Oxford OX3 0FL Phone Contact Details CONTACT Oxford Brookes University, Faculty of Health and Life Sciences, Jack Straws Lane, Marston Oxford OX3 0FL Phone +44 (0) Fax +44 (0)