Challenging Challenging Behaviour A presentation designed to inform and educate training teachers

Lee Cantor - Assertive discipline: Assertive teachers react confidently and quickly in situations that require the management of student behaviour They have rules that have been explained, practiced and enforced consistently Students who comply are reinforced where as those who disobey receive negative consequences

Bill Rogers – the black dot and the white square Black dot represents the bad behaviour White square the good behaviour The teachers focus is on the good behaviour rather than the bad

Bill Rogers – using positive language Instead of “will you stop talking?”, “I’d like everyone listening please” is used

Bill Rogers – choice and pause direction “James you can go next door to work with Miss Anderson, or you can work sensibly next to Andrew, as I’ve asked” Give them time to listen to what you have said, “Michael!”…..”Could you face this way and listen?”

Bill Rogers – you establish what you establish Plan for your behaviour Anything you allow becomes established as allowed; If you ask for silence but there is still some chatter the students establish that some chatter is allowed, even though you have asked for silence Plan for your behaviour, invest time is setting up routines and discuss what you expect, with regular reinforcement

Bill Rogers – teacher styles Be assertive rather than indecisive and autocratic, which means don’t rely on power or your role to gain respect Be firm but fair Clear with direction and correction Tactical ignoring

Bill Rogers – partial agreement Strategy for avoiding or resolving conflict Teachers don’t have the last word or asserting their power in a situation when a student disputes their judgement Student “I wasn’t talking, I was doing my work” Teacher “Ok, maybe you were, but now I want you to get on and finish the task”

Paul Burden – managing a classroom Organise the physical environment to the teacher’s liking Rules and procedures support teaching and learning providing students with clear expectations and well found knowledge Create a respectful supportive learning environment Promote classroom safety and wellness – students need to feel safe before they can give their full attention

Steer – learning behaviour Perception and reality Respect has to be given in order to be received Schools have the power to discipline Supporting the development of good behaviour