BEHAVIOUR “I saw the angel in the marble and carved until I set him free” Michelangelo

OFSTED Stats

Lancashire behaviour dropped by nearly 0.5% despite the National increase

Objectives To gather an understanding of why pupils misbehave and develop strategies to combat these issues

Brief overview Why do pupils misbehave? Using the bubbles can you list some reasons why pupils misbehave?

Example Activity

Expand In your groups can you list the behaviour issues you feel occur as a result of these situations For example… Activity is not challenging enough HOME YOU! Group Dynamic Activity Classroom Not challenging enough You have had a bad day Pupils argue with each other act up when certain people are around Diet…

Share good behaviour What have you seen this year that exhibits good behaviour and why?

Strategies So what does good behaviour look like and how do you encourage it? For example: Practical Strategy: Turn negatives into positives (avoid questions, confrontations and manage conflict) “Why aren’t you working?” Billy, I was really impressed with your homework last week. I’d like you to focus on what you are doing as I’m sure you can reproduce that standard in lesson time. “Will you stop talking?” Fred, I spoke to your Mum last week and mentioned how pleased I was with your improved attitude in class, now don’t let me down by chatting.

On your desk Using the literature provided (99 Ways or 10 Strategies): Can you highlight what you already use and discuss why they are successful for you. Highlight at least 5 you don’t use and see if they could be used to help combat the behaviour issues raised on the branches you have created. In a different colour apply them to the branch You can use more than 5 if you like

Expand What can help combat the issues… For example… Activity is not challenging enough use differentiation Activity Not challenging enough 26. Differentiate in lesson – bored students mess around

Motivation One key to behaviour is motivating the pupils, this can be done in a number of ways.

Activity Give yourself a score out of 7 for what good motivators don’t do. 1 for each that you HAVEN’T done in class. Give yourself a score out of 5 for what good motivators do. 1 for each that you HAVE done.

Motivation can help… What good motivators don’t do 1. They don’t bore students with endless talking/instructions 2. They don’t confuse their students. 3. They don’t vacillate. (let mood affect how they treat them.) 4. They don’t frustrate their students. 5. They don’t intimidate their students. 6. They do not punish their students for failures or shortcomings. 7. They don’t use sarcasm, or put people down. What good motivators do 1. Use novelty, mystery, puzzlement, and excitement to energise their lessons. 2. Use colour, sound, movement, and student activity to attract and hold attention. 3. Assign individual and group projects as a means of adding sense of purpose to what is being learned. 4. State clear, reasonable expectations and requirements to avoid confusion and enlist student cooperation. 5. Challenge and set high expectations

Any examples?

Motivation So hopefully you have seen that you can all be good motivators in your lessons, so there is no reason why you can’t do this most of the time. Just try to avoid what good motivators don’t do.

Controlling Behaviour Through Engagement

Allocate group roles OR regular class roles See handouts in front of you

6 for 1 Activity? Did we: Link to subject? Think, solve a problem, make decisions, evaluate? Work alone and together? Write, talk? Include all learners, challenge thinking? And were we Engaged? Enthused? Motivated? Inspired to finish that painting job?

Mark out a flip chart page as shown and make sure everyone can write on it at the same time. (one edge space for each person in the group)

INDIVIDUALLY, in your own space, write answers to these 2 prompts: 1. Effective ways (activities etc.) in which I/we already engage our pupils 2. Challenges we face engaging our pupils Do not share yet. 7 minutes

IN TURN, sweep* round the group, sharing with each other. If there’s time left over, begin to discuss what you’ve shared. 20 minutes *Sweep = ring-fenced time for speaker: no interruptions, questions, comments or challenges. However, make notes if you want to here:

TOGETHER, in the centre, summarise: 1. The characteristics of activities that engage your pupils 2. Challenges 10 minutes

5x5 starters An adjectiveA full stop An ellipsisA comma Which is better,A verborAn exclamation mark An adverbA question mark A prepositionA semi-colon

E-Safety - Why is this boy here? what could have happened and what is he thinking? Think about the bigger picture!

Pair and Share With the person next to you, share your ideas and come up with a NEW statement that is better than both your ideas. Write this down as you will need it for the end of the lesson.

Controlling behaviour using ICT Link

Some simple things to remember… Be in charge, This is not a discussion, or open to debate (if they answer back) Establish the ground rules early and do not sway from them. Deal with low level behaviour before it gets big. Always follow through with your actions and ensure consequence. Accept responsibility. It is easy to place a student on stage 3-5 if you really want to. Do not apologise for an instruction, or say please, say thank you! Be positive and praise positive behaviour, this will motivate them! Be specific and clear. Try to establish common ground or a best for both scenario, rationalise the situation! Manage the start and the end of the lesson. Give pupils a positive perception of you and be consistent. Talk 1 to 1 away from their friends to avoid conflict or acting up.

Extension Tasks Can we solve the following problems using what we have seen or discussed today.

Activity 1 Do you have an incident or a situation they feel they dealt with very effectively? Do you have an incident or a situation they feel they did not deal with effectively?

Activity 2 Students in a class are repeatedly talking when the class teacher is talking. What do you do to eliminate this?

Activity 3 A pupil takes a long time to get on with his/her work each lesson. What do you do?

Activity 4 A student does not do as you ask. What is your response?

Activity 5 A student has not produced homework on two successive occasions. What action do you take?

Activity 6 You are taking a new class for the first time. What are you going to do to ensure this and future lessons are successful?

Activity 7 You are taking a cover lesson. What are you going to do to ensure you establish a positive learning environment?

Activity 8 You are taking a lesson where you have had trouble before with a particular student. What can you do to avoid a repeat situation?

Activity 9 A class enter the classroom in a boisterous manner. What do you do?

Useful Link ey+&oq=sue+cowley+&aq=f&aqi=&aql=&gs_sm=3&gs_u pl= l l0l l15l10l0l0l0l0l0l0ll0l0 ey+&oq=sue+cowley+&aq=f&aqi=&aql=&gs_sm=3&gs_u pl= l l0l l15l10l0l0l0l0l0l0ll0l0 Leading Author Sue Cowley runs through some easy to understand strategies for behaviour management.

And Remember… Sometimes nothing works so don’t beat yourself up about it!