SUPPORT BEHAVIOUR

© 2012 Pearson Australia ISBN: SUPPORT BEHAVIOUR Supportive environments The goal of a supportive environment is to build the child’s self-esteem and confidence by providing positive reinforcement and encouragement.

© 2012 Pearson Australia ISBN: Supportive environments There must be respect for the student’s family, including cultural and religious beliefs and home language.

© 2012 Pearson Australia ISBN: School discipline policy All schools are required to have in place a discipline policy that clearly sets out the procedures for managing student’s behaviour.

© 2012 Pearson Australia ISBN: School discipline policy (cont’d)  a ‘whole school community’ approach  the personal, social and learning needs of students  a safe, nurturing and caring school environment  preventative strategies to promote positive behaviours

© 2012 Pearson Australia ISBN: School discipline policy (cont’d)  the value of early intervention  acknowledging, respecting and promoting diversity and tolerance of differences  promoting resilience and self-respect  ensuring equity and fairness  the rights, safety and health of school community

© 2012 Pearson Australia ISBN: What is acceptable behaviour? Students often behave in ways that adults find annoying or unacceptable. These behaviours might not be ‘acceptable’ but often they are quite ‘normal’.

© 2012 Pearson Australia ISBN: What skills and knowledge are required by adults to effectively guide and manage student behaviour?

© 2012 Pearson Australia ISBN: Developing positive relationships The foundation for promoting positive student behaviour is the development of a trusting relationship between the adult and the child.

© 2012 Pearson Australia ISBN: Applying positive behaviour management principles It is important for all students to acquire developmentally appropriate skills to manage their own behaviour.

© 2012 Pearson Australia ISBN: Guidance and punishment  Guidance is a positive behaviour management strategy.  Punishment is a punitive strategy that motivates the student to behave in a particular way to avoid punishment or disapproval.

© 2012 Pearson Australia ISBN: Understand behaviour  All behaviour is a form of communication  There is always a reason for problem behaviour  There can be many reasons behind one specific behaviour

© 2012 Pearson Australia ISBN: Understand behaviour (cont’d)  Adults can learn to understand and interpret a student's challenging behaviour  A student’s challenging behaviour can be reduced with support, not punishment

© 2012 Pearson Australia ISBN: Applying behaviour management strategies Always follow the behaviour management strategies used by the classroom teacher and established school discipline policies.

© 2012 Pearson Australia ISBN: Three Stages of Discipline 1.Preventive discipline 2.Supportive discipline 3.Corrective discipline

© 2012 Pearson Australia ISBN: Generally, clearly defined expectations for positive behaviour will be sufficient to ensure that most students behave in an acceptable manner most of the time.

© 2012 Pearson Australia ISBN: Managing typical behaviours  Withdrawn, over-cautious or timid behaviour  Attention-seeking, repeatedly calling out, talking over others, out-of-seat behaviour  Persistent disruptive behaviour or showing off

© 2012 Pearson Australia ISBN: Managing typical behaviours (cont’d)  Persistently copies others or looks to others for reassurance, direction or decisions  Persistently teases, torments or annoys others: lacks confidence, poor self-esteem, lacks skills to form friendships  Regular outbursts of anger or protesting of ‘unfairness’

© 2012 Pearson Australia ISBN: Applying basic guidance principles  Always be willing to start over  Assess the immediate environment  Respond to situations calmly and without anger  Teach the student alternate and more socially-appropriate ways of expressing wants or needs

© 2012 Pearson Australia ISBN: Applying basic guidance principles (cont’d)  Offer choices which allow the child to have more control over their environment.  Notice positive behaviour when it occurs and provide genuine praise.

© 2012 Pearson Australia ISBN: Applying basic guidance principles (cont’d)  Ensure routines are consistent and predictable.  Try to make learning fun.  Remind students that words can be positive or negative.

© 2012 Pearson Australia ISBN: Applying basic guidance principles (cont’d)  Promote trust and respect for all individuals.  Teach students to handle anger constructively.  Redirecting.  Ignore some behaviours.  Encourage students to tune-in to their body.

© 2012 Pearson Australia ISBN: Applying basic guidance principles (cont’d)  Proximity control.  Encourage positive self-talk.  Ask the student a question to remind them of the required behaviour.  Encourage the student to ask for help.  Encourage older students to accept some limitations.

© 2012 Pearson Australia ISBN: Applying basic guidance principles (cont’d)  Use non-verbal messages  Use positive motivation  Anticipate and be prepared  Encourage students to follow directions without arguing

© 2012 Pearson Australia ISBN: Applying basic guidance principles (cont’d)  Be fair and consistent.  Use positive language.  Change your tone of voice.  Use meaningful and deserved praise.  Use of humour.

© 2012 Pearson Australia ISBN: Applying basic guidance principles (cont’d)  Work on solutions together.  Appeal to student’s values.  Use praise effectively.  Establish clear rules.  Model appropriate behaviour.

© 2012 Pearson Australia ISBN: Applying basic guidance principles (cont’d)  Choose to ignore some behaviours.  Have students take responsibility for their behaviour.  Be assertive.

© 2012 Pearson Australia ISBN: Using behavioural consequences Using behavioural consequences as a behaviour management strategy can help students to develop responsibility for their own behaviour.

© 2012 Pearson Australia ISBN: Using behavioural consequences (cont’d) Natural consequences Natural consequences occur as the result of the child’s own behaviour without intervention by an adult.

© 2012 Pearson Australia ISBN: Using behavioural consequences (cont’d) Logical consequences Logical consequences require the intervention of an adult and usually focus on mutual rights, mutual respect and responsibility.

© 2012 Pearson Australia ISBN:  Know and understand the behaviour management strategies being used in the classroom  Be familiar with the particular concerns in relation to the student’s behaviour  Be aware of what triggers inappropriate behaviour and what calms the student  Establish clear limits and behavioural expectations – identify rewards and consequences  Practice using a neutral voice and a relaxed manner SUPPORT BEHAVIOUR