Advance Organiser Topic Bill Rogers Behaviour Management Sub-topics Prevention, Positive Correction, Consequences, Whole School Behaviour Management Plan Link to Prior knowledge and Rationale Many of you will have heard of Bill Rogers from his videos, books or as a presenter. You are all skilled teachers and use many successful behaviour management strategies to deliver the curriculum, and you probably already incorporate some of Bill Rogers preferred practices. These staff meetings will affirm your classroom management . Organisation Two 45min staff meetings: PowerPoint presentation, with ‘Think Pair Share’, and staff discussion Staff discussion on school behaviour management plan Outcomes Have a greater understanding of Bill Rogers preferred practices Enhance strategies for dealing with behaviour management in the classroom Provide some background information for developing a whole school behaviour management plan and consideration of core values Talk about staff past experience and books and videos, talk about establishing core values

Bill Rogers- preferred practices for behaviour management The first theme of Bill Rogers is that teachers need to plan for managing students’ behaviour just as they do for curriculum programmes. This includes the use of prevention, positive correction, consequences and supportive strategies in the classroom 1st core value- planning, Planning show Martin Van de clay The secret of success is the ability to survive failure Noel Coward

Prevention Relationships Respect, responsibility and rights are the triad of relationship building Prevention Relationships What are our rights? To be treated with dignity and respect To feel safe physically and emotionally The right to learn and to teach What are our rights as teachers in the classroom? Think Pair Share

Prevention Responsibilities Consider others rights Need to teach manners at the start of year Turn these into routines e.g. how we enter and leave the classroom, chairs under the table… Remember visual learners and display routines as posters Kids like routines and prefer them especially behaviour students, teach important

Let kids go and you establish something Prevention Routines Hard to reclaim Let kids go and you establish something

Prevention Rules should be….. ew FEETS ncouraged nforced aught Ask what the letters could stand for and hand out notes imple

Prevention Classroom Rules Collaborate with students- use inclusive language e.g. To feel safe in our classroom we… Copy to parents and principal Publish and visual in the classroom Mainly Positive

Prevention Tactical Pausing Short rest before instruction Wait until students follow instruction( look this way) before continuing e.g. Looking this way …………… our lesson today is on…… Tactical pause An example of planning how to get kids attention – clap ,bell etc..

Prevention Motivation Relevant, appropriate and engaging curriculum planning Set clear expectations about learning, task etc Cater for the special individual needs of learners in the classroom Another core value, many behaviour problems are caused by students who can’t do the work-too hard 2e.g. boys, ADHD, Aspurgers,visual learners, Maori preferred learning styles, slow learners

Have regular classroom meetings to solve class problems Prevention Building Co-operation Have regular classroom meetings to solve class problems Use teaching strategies that cater for mixed abilities- for example peer tutoring, co-operative learning and grouping students Another core value, increase the number of teachers in room, allow students to talk

Prevention Classroom environment Well planned room organisation Base seating plan on behaviour Adequate resources Monitor and limit behaviour such as having to wait, task length etc… Discuss with partner where you would seat your most disrubtive pupil and why

Prevention Managing noise Monitor noise level Work noise Partner noise Consider a noise meter- class or group reward for keeping with boundaries Has any one here used a noise meter? Did it work?

Describe the behaviour 2. Discuss the impact 3. Thank them for it Prevention Planned Encouragement Describe the behaviour 2. Discuss the impact 3. Thank them for it e.g. “You were all quiet going past that room -so their class was not disturbed by noise- thanks” Positive relationships are the fabric that weaves everything together Intrinsic and extrinsic rewards yes/no, positive relationships.. Another core value

Balance with the ‘language of encouragement’ Positive Correction Correction is planned in advance because behaviour management is an emotional issue The language to use –what we say and how we say it .The language of respect, care and empathy is the sound that reinforces positive relationships Balance with the ‘language of encouragement’ Speak and act in such a way as to minimise embarrassment, undue confrontation and hostility, especially the annoying, frustrating ones Where possible take the student aside from their peers Now looking at Correction 1. Don’t embarras students

Positive Correction Planning- least to most intrusive management Select the best strategy Manage the correction in the least intrusive way E.g. a choice, before a warning, before a consequence Core vaule A theory must be tempered with reality. Jawaharlal Nehru

Positive Correction Non-verbal directions or cues Privately Understood Signals With some low-level disruption, a wink a nod or a brief stare. It is a form of non-verbal direction that says, “You know that I know that you know”. The least disruptive to class Discuss some non-verbal direction or PUS that you may use

Positive Correction Tactical ignoring Primary behaviour is the primary disruption Avoid arguing or ‘feeding’ ‘secondary behaviours’ or side issues (where possible) Tactical ignoring of some behaviours especially secondary or attention seeking behaviour

Positive Correction Take-up time Demonstrates expectation Is the cue when we turn aside, or walk away, after having given a direction Enables trust, and maximises face saving

Positive Correction Moving around the classroom Standing/sitting close to the disruptive student or group

Positive Correction The D’s- Distraction e.g. Ask a student not concentrating a question or give them a job Descriptive reminders e.g. “Samuel you are talking” Defusing potential conflict using repartee and humour e.g. “You are not our normal teacher” Teacher replies “There are no normal teachers, Sally” reDirect Simple behavioural directions, “Kale walk thanks” Direct questions Don’t ask why questions, ask what, how, when questions e.g. “Sam, what are you doing?” Sam answers, ”Talking to Sue” Teacher replies, “What should you be doing?”

Positive Correction Conditional directions By rephrasing the negatives we can make the direction more invitational in tone When you have …. then you can….. e.g. “When we have written the notes in our books then we can do the experiment” Works with your own kids really well

Positive Correction Rule reminders Keep positive : E.g. “Jade- what’s our rule for asking questions?” or “Cane you know our rule for listening …use it thanks.”

Positive Correction Partial agreement Partially agree with the student and then refocusing back to the required behaviour It’s an acknowledgement of the student’s argument E.g. “Maybe it is a dumb rule but I’m asking you to put your mobile in your bag and turn it off”

Positive Correction Choice, Direction Direct students to responsibility for their own behaviour by using language that emphasises the student’s choice rather than the teacher’s threat e.g. “Jade put your pack of cards in your desk or on my table” e.g.2 “Work quietly here or I’ll have to ask you to work separately” Choice works well for curriculum planning as well

Positive Correction When you are angry… Only get angry over serious issues No emotional brow-beating, sarcasm and cheap shots Assertion rather than verbal aggression Use ‘I’ language – “I’m angry about this because….” Focus on the behaviour or issue rather than the student Use cool off time or timeout for a short periods Engaging in repairing and rebuilding at a later stage Don’t publicly argue with student -one on one is best Emphasis serious issues – talk about non verbal cueing – get angry in the same place Angus Macfarlane

Test for all consequences Is it reasonable? Does it keep the respect intact? What does the student learn from it? Is the consequence related to the behaviour? E.g. A student using scissors to scratch a desk has to stay back and sand desk Now on consequences Think of the last consequence you gave out test it with the 4 questions

Consequences Follow up with Student Consequences are part of the rights, rules and responsibilities framework Students behaviour is a choice ‘You own your own behaviour…’ ‘Consider other people’s rights…’ Describe the purpose of the consequence (to highlight accountability) Always follow up and follow-through with students beyond class time Emphasis the certainty rather than the severity of the punishment

Consequences Follow-up Acts as a deferred consequence when a student has not completed a task Some behaviour consequences will need to be deferred until after cool-off time May involve repairing and rebuilding Establish a school wide approach for the use of consequences for common rule breaking behaviours what consequence for not doing homework? For swearing at another student within teachers hearing?

Supportive strategies Establishing effective relationships does not just occur in the four walls of the classroom Team meetings, Snag group, behaviour support plan, RTLB referral Seek colleague, and parent support when we are struggling with a student, or a group or a whole class.