Behaviour Scenarios A specially commissioned set of resources for tutors, school mentors and trainee teachers Scenario 7: Establishing your authority

Scenario 7 Establishing your authority You discover a pupil taking a cigarette from a packet. The pupil quickly hides the packet when you say that you are confiscating it. The pupil says, “You can’t do that, they are my Mum’s” How do you proceed?

3 Key Learning Outcomes Confidence in selecting an effective response to situations where the trainee’s authority is challenged. Modelling and practising the language of limited choice in order to bring about compliance without confrontation.

4 What do you do? 1. Say clearly, “Don’t lie to me. Give me those cigarettes now.” and put out your hand. 2.Say, “Even if they are your Mum’s, you know the rule about cigarettes in school. Put them on the table or in my hand now please, or there will be consequences.” 3.Take hold of the packet and remove it from the pupil, if necessary with minimal force. 4.Say, “Fine, I’ll ring your Mum now. You know what she will say and do if you don’t give them to me. This is your last chance.” 5.Tell the pupil to remain where he/she is and send for a senior member of staff.

5 What may be the best choice? 2. Say, “Even if they are your Mum’s, you know the rule about cigarettes in school. Put them on the table or in my hand now please, or there will be consequences.” This response is clear, offers a limited choice, explains that there will be a consequence, is matter-of-fact and assertive. In referring to the rule it also depersonalises the issue and avoids the distraction of challenging the ownership of the cigarettes.

6 How might you prevent a recurrence? 1.Pupils know that cigarettes etc. are not allowed in school – ask for them to be reminded in assembly of the consequences and that staff have the legal right to confiscate prohibited items. 2.Constantly build positive professional relationships and mutual respect with pupils and parents. This will reduce the likelihood of challenge to your authority when you need to correct behaviour. 3.Practise using the language of limited choice so that you reduce the chance of a confrontation when problems do arise.

7 Underlying principles Good relationships with pupils provide a good basis for correcting misbehaviour – you will need to earn respect. You will gain authority by being reasonable, keeping calm and being assertive. Offering a choice and briefly explaining consequences can help to reduce further conflict as it enables the pupil to back down without losing face. Allowing for “take–up” time can also help.

8 Rights and Responsibilities The teacher does have the right to confiscate the cigarettes Obviously, you do not have to return cigarettes to a pupil just because they are not his or hers. The pupil should be aware of school rules and has a responsibility to keep them. It helps if pupils have been involved in drawing up and reviewing the rules from time to time and if everyone is regularly reminded of their purpose.

9 Activities to try 1.With friends family or colleagues (or in school if the situation arises), see how often you can defuse disagreements by using the language of choice and other conflict resolution techniques. Report back to the group at your next meeting 2.During an observed teaching session ask your mentor/tutor to note ways in which you gained authority and ways you might have reduced it. Categorise under three headings: authoritarian, assertive and weak or non- assertive. Discuss the findings with your peers or in a seminar.

10 Want to find out more? References on the B4L site Group trainee teacher discussions – Establishing your authorityEstablishing your authority B4L Resource - Activity: Strategies for working with specific behavioursActivity: Strategies for working with specific behaviours B4L Resource - Maintaining Classroom Discipline (1947)Maintaining Classroom Discipline (1947) Teachers TV - KS3/4 PSHE - Mediating Conflict (conflict management, circle time and peer mediation)KS3/4 PSHE - Mediating Conflict Teachers TV - Primary NQTs - Simrit and Victoria - Episode 1Primary NQTs - Simrit and Victoria - Episode 1

Conclusions What is the key message have you gained from this scenario material? How might you apply this approach in your own practice in school. Further insights and notes for tutors and mentors are available on the websitenotes for tutors and mentors Updated August 2009