Setting Boundaries

Small group activity Imagine……….

School Behaviour Policy In the same groups – 5/10 minutes Discuss your school’s behaviour policy –What is working? –What is not working? –What would you like to change?

School and Classroom Fair and effective school behaviour policies need to consider: AND consistency between the individual classrooms and across the school

1. Rules Safety Predictability

The most effective rules are: clear and positive able to be taught readily referred to and easily reinforced applied at all times displayed in the classroom few in number

Have a dream….

Teaching the rules

Junior Pupils

2. Routines Poor habits include: Chaotic entry to the classroom. Lack of basic equipment. Delay in responding to the teacher’s signal to pay attention. Changing from one activity to another. Interfering in the work of others having completed a task early. Leaving an area in chaos after an activity.

3. Rights Pupils and teachers have rights in the classroom. Pupils have the right to: ►Be safe ►Feel safe ►Be valued ►Be respected ►Learn

4. Responsibilities So what responsibilities do your pupils have? These may include: To treat the other children kindly. To pay attention, to listen and to take part in lessons. To learn that other children have different ideas and different skills and not to make fun of them because of that.

5. Rewards What’s in it for your pupils? This links to motivation (Chapter 5 in Rob Long) which is “a state of readiness or eagerness to change, which may fluctuate from one time or situation ot another. This state is one that can be influenced” (Miller and Rollnick, 1991). Points to note: –Not all pupils are motivated –Some pupils need extrinsic rewards –Some pupils need tangible rewards –Motivation depends on the situation

Rewards that are immediate, consistent and fair In class, be quick to ‘catch them being good’ be ready to praise for effort and application be prompt to show recognition to those who respond to class rules and routines be quick to thank individuals, groups and the class as a whole have a reward structure in place

Whole class rewards Marbles in a jar Footballs into goal Ticks on a sheet With good prizes

Sanctions known and clearly understood by all (pupils, teachers, parents and carers) seen as fair and applied consistently accepted as a logical response to particular behaviour proportionate to the misbehaviour or non- compliance transparent and cumulative Where we do use sanctions, it is important that they are:

Setting up to succeed Classroom Organisation Space Light in the classroom Temperature The use of colours Sound or noise levels (see Rob Long, p.82 – 84)

A further thought on lesson preparation and planning : 1 st Lesson Break2 nd Lesson Lunch 3 rd Lesson Maths = 4 HistoryReading One way to make sure that unacceptable behaviour is kept to a minimum is to plan and prepare lessons well:

Lesson Structure: 9.15 – 9.30Listen to teacher 9.30 – 9.40Writing work 9.40 – 10.00Colouring – 10.15Making models

TIME FOR A BREAK