Moving Beyond Discipline

Behavioural Difficulties “Mistaken behaviour is a natural occurrence, the result of attempts by inexperienced, developmentally young children to interact with a complicated, increasingly impersonal world. When mistaken behaviour occurs, adults significantly affect what children learn from the experience.”

Behaviour as a Curriculum Area Rewards and Sanctions need to be used across the whole school in a consistent manner. Rewards and Sanctions need to be used across the whole school in a consistent manner. Students need to be taught behaviour as a skill then developed into a disposition. Students need to be taught behaviour as a skill then developed into a disposition. Intelligence is not fixed but fluid, everything can be learned. Intelligence is not fixed but fluid, everything can be learned. Carrot and stick method can lead to a ‘What's in it for me attitude?’ Carrot and stick method can lead to a ‘What's in it for me attitude?’ Praise for effort/determination and not just calling them smart and good. Praise for effort/determination and not just calling them smart and good. Effort improves outcome and motivation. Effort improves outcome and motivation.

Common Behavioural Difficulties Being inattentive Distracting others Being uncooperative Acting defiant Daydreaming Repeating instructions Appearing rude Seeming to be forgetful and disorganised

WHY? Good to challenge adult authority; Test the lines of tolerance; Makes the lesson more interesting; Enhances reputation; Releases serotonin; Fun Some students don’t realise that their attitude is unacceptable. So challenging behaviour from students can be expected.

Challenging Behaviour from Children is to be Expected “Conflict is inevitable among members of any truly participatory group of children; it probably should not and probably cannot be eliminated completely. The spontaneous and inevitable social problems that arise when children work and play together put the teacher in an ideal position to advance children’s social development.”

Children View Authority Differently They are more aware of their rights. Their view of authoritarian adult behaviour as experienced in the home has changed. Authoritarian control is more effective for young children It is less effective for older ones, who are entering a developmental stage where identity, independence and autonomy are the main tasks.

Disequilibrium Not all students are learning at the same level and have unique needs. Coming into a classroom with a new set of rules and boundaries can cause them disequilibrium. (staff to do below activities)  Linked fingers  Rub stomach and pat head  Twist arms  Crossed arms  Rub one leg and hit other with fist (swap over)

How to Work Towards Equilibrium Self-regulate their emotions To be self-aware To be motivated To be empathetic To enhance their own social skills Reflection – to find a solution Teachers

Carl Jung - Psychotherapist “We think of efficient teachers and support staff with a sense of recognition, but those who have touched our humanity we remember with gratitude. Learning is the less essential mineral, but warmth is the life-element for the Childs soul, no less than for the growing plant.”

Feelings Towards Inappropriate Behaviour Let Down Guilty Angry Frustrated Irritated Despair Annoyed Embarrassed

Teaching New Behaviours Be Patient Be Persistent Be Optimistic Be Realistic Small Steps Choose the Achievable Practice

Discuss and Share What has worked for you? Talk to the person next to you.

Small Steps Produce a seating plan for your room. Produce a seating plan for your room. Positive Communication. Positive Communication. Outline class rules and display. Outline class rules and display. Recognition of positive behaviour. Recognition of positive behaviour. Create/build a group identity. Create/build a group identity. Consistent routines Consistent routines Mastery, Performance & Social goals Mastery, Performance & Social goals Positive links to home. Positive links to home. Behaviours that I pay attention to are those that I am maintaining. Behaviours that I pay attention to are those that I am maintaining.

A few more for the tool box: Rewards or positive reinforcement Rewards or positive reinforcement Little by little – agreed behaviours Little by little – agreed behaviours Zero tolerance – extreme approach Zero tolerance – extreme approach Catch them being good – praise for being in seat when usually out of it, provides encouragement. Catch them being good – praise for being in seat when usually out of it, provides encouragement. Self monitoring – if on report ask them their opinion on grade before its given. Ask them at start of lesson to give them a target. Self monitoring – if on report ask them their opinion on grade before its given. Ask them at start of lesson to give them a target.

Restorative Justice Four Key Questions: What has happened? What has happened? Who has been affected? Who has been affected? How can we find a way forward? How can we find a way forward? How can we do things differently in the future? How can we do things differently in the future?

Bibliography Dweck, Carol (2006) ‘Mindset’ Dweck, Carol (2006) ‘Mindset’ Syed, Matthew (2011) ‘Bounce – How Champions are made’ Syed, Matthew (2011) ‘Bounce – How Champions are made’ Ellis, Simon & Todd Janet (2009) ‘Behaviour for Learning’ Ellis, Simon & Todd Janet (2009) ‘Behaviour for Learning’ Weare, Katharine (2003) ‘Developing the Emotionally Literate School’ Weare, Katharine (2003) ‘Developing the Emotionally Literate School’ Porter, Louise (2006) ‘Behaviour in Schools’ Porter, Louise (2006) ‘Behaviour in Schools’ Galvin, Peter (1999) ‘Behaviour and Discipline in Schools: Practical, Positive and Creative Strategies for the Classroom’ Galvin, Peter (1999) ‘Behaviour and Discipline in Schools: Practical, Positive and Creative Strategies for the Classroom’ You Tube: ‘The Still Face Experiment’ You Tube: ‘The Still Face Experiment’