Classroom Routines- Behaviour Management Year 1 Professional Practice 2010

Gerard G. Unless you’re prepared to deal with children in all their glory don’t become a teacher. Prospective teachers need to know that children will always test the limits. They should know children will invariably talk out of turn, run rather than walk, daydream rather than listen, test your authority rather than acquiesce meekly… and generally question your every utterance.

Health Warning There are no easy answers, quick fixes or foolproof methods which lead to successful behaviour management. There are no easy answers, quick fixes or foolproof methods which lead to successful behaviour management. Getting it right has more to do with your ability to plan and deliver effectively, and with a whole school approach to developing self-esteem, than it has to do with children's personalities. Getting it right has more to do with your ability to plan and deliver effectively, and with a whole school approach to developing self-esteem, than it has to do with children's personalities.

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Model the behaviour you want to see Model the behaviour you want to see Stay calm Stay calm Be polite Be polite Listen Listen Give the right of reply Give the right of reply Be predictable Be predictable Be consistent Be consistent Always follow up on issues that count Always follow up on issues that count

What Children Need in Order to Behave Well Self respect, high self esteem Self respect, high self esteem Respect for others and from others Respect for others and from others Clear boundaries and expectations Clear boundaries and expectations Clear rewards and sanctions Clear rewards and sanctions Consistent responses from adults Consistent responses from adults The chance to redeem themselves The chance to redeem themselves

Pupils like teachers who.. Keep order Keep order Are fair and consistent Are fair and consistent Have no favourites Have no favourites Can explain clearly and give help Can explain clearly and give help Are friendly and patient Are friendly and patient London Borough of Waltham Forest, Behaviour Support Pack

Language, behaviour and self-esteem o It is often difficult, when we are stressed or annoyed, not to criticise a child. However, with a little practice it is possible to achieve the effect we want in a more positive way. o Always try and separate the behaviour from the person. o Use the class rules as a reference point consistently when discussing a child’s behaviour with her/him. o anchorId=17990&menu=17995&ContentId= anchorId=17990&menu=17995&ContentId= anchorId=17990&menu=17995&ContentId=15698

Work to repair and restore relationships Catch them being good Catch them being good Give children the chance to redeem themselves Give children the chance to redeem themselves Be positive about the future Be positive about the future Don’t bear grudges and don’t take poor behaviour personally Don’t bear grudges and don’t take poor behaviour personally

Work within a Framework Work within a Framework Why is this important? It enables you to provide clear boundaries and expectations It enables you to provide clear boundaries and expectations It allows the adult to correct behaviour from the perspective of protecting rights rather than criticising the child personally It allows the adult to correct behaviour from the perspective of protecting rights rather than criticising the child personally It supports children in taking responsibility for their own behaviour It supports children in taking responsibility for their own behaviour

Ground rules for classroom rules Classroom rules serve three purposes: To ensure safety and personal welfare To ensure safety and personal welfare To provide effective conditions for teaching and learning To provide effective conditions for teaching and learning To help children develop considerate behaviour and respect for property To help children develop considerate behaviour and respect for property

Negotiating the rules They are not operative just because the teacher says so They are not operative just because the teacher says so They have to be set up, agreed and regularly reviewed They have to be set up, agreed and regularly reviewed If they are negotiated from the start pupils will be more involved in applying them and likely to learn more about their behaviour and themselves in the process If they are negotiated from the start pupils will be more involved in applying them and likely to learn more about their behaviour and themselves in the process

Charters - An alternative approach … Classroom charters based on the UN Convention on the Rights of the Child Classroom charters based on the UN Convention on the Rights of the Child (The Rights, Respect and Responsibility (RRR) approach) (The Rights, Respect and Responsibility (RRR) approach)

Within school – Key times and places Early morning Early morning Getting ready for assembly Getting ready for assembly Lining up for assembly Lining up for assembly Moving around the school Moving around the school Lunchtime/playtimes Lunchtime/playtimes Wet playtimes Wet playtimes Visitors arriving Visitors arriving Home time Home time Getting ready for practical activities; changing for P.E., preparing for Art, DT. Getting ready for practical activities; changing for P.E., preparing for Art, DT.

Classroom Routines Video with Sue Cowley Author of ‘Getting the Buggers to Behave’ As you watch the video observe the teacher’s strategies for managing the class and behaviour – make a list. Use the list to annotate when you listen to the feedback from Sue. What are your thoughts and responses?

Where schools manage behaviour well Proactive schools which pre-empt and prevent difficulties arising Proactive schools which pre-empt and prevent difficulties arising Schools with a strong sense of community Schools with a strong sense of community Schools with collaborative teachers who share information about pupils Schools with collaborative teachers who share information about pupils Schools that promote pupil autonomy Schools that promote pupil autonomy Watkins, C. & Wagner, P. (2000) Improving School Behaviour. London:Chapman

IST In your Reading Pack read Chaplain (2006) Managing Classroom Behaviour. In your Reading Pack read Chaplain (2006) Managing Classroom Behaviour. Note down strategies you may wish to try. Note down strategies you may wish to try. In your Reflective Journal consider your thoughts / concerns towards challenging behaviour – how might a Reflective Journal support analysis and management of behavioural situations? In your Reflective Journal consider your thoughts / concerns towards challenging behaviour – how might a Reflective Journal support analysis and management of behavioural situations?

Useful bibliography Blum, P. (1998) Surviving and Succeeding in Difficult Classrooms. London: Routledge Blum, P. (1998) Surviving and Succeeding in Difficult Classrooms. London: Routledge Cowley,S. (2006) Getting the Buggers to Behave. London:Continuum Cowley,S. (2006) Getting the Buggers to Behave. London:Continuum Docking, J (1996) Managing Behaviour in Primary Schools. London: David Fulton Ltd Docking, J (1996) Managing Behaviour in Primary Schools. London: David Fulton Ltd Gordon, G (1996) Managing Challenging Children. Nuneaton:Prim-Ed Gordon, G (1996) Managing Challenging Children. Nuneaton:Prim-Ed Hayes, D. (2008) Foundations of Primary Teaching (Ch 8). 4 th edition. Abingdon, Oxon: Routledge. Hayes, D. (2008) Foundations of Primary Teaching (Ch 8). 4 th edition. Abingdon, Oxon: Routledge

On School Experience! Look out for the teacher’s established routines – how do these support management of behaviour? Look out for the teacher’s established routines – how do these support management of behaviour? How does the teacher manage behaviour issues? How does the teacher manage behaviour issues? What is the school’s behaviour policy? What is the school’s behaviour policy? Most Importantly… Enjoy Being With The Children!!!!!!!