What to do with our little SODS? Paul Wyton Bacup and Rawtenstall Grammar School Definitely one of our ‘Big Rocks’

Like Ricky, Amir blames teachers not being strict enough. “There just isn’t enough discipline in schools – simple as that,” he says. “If kids aren’t taught values there, it needs to be provided elsewhere.” Strict discipline is what is missing from schools. There is far too much emphasis on being pupils’ “friends” rather than asking for old-fashioned respect. A GIRL aged just THREE was banned from her school after a vicious attack on a classmate. The tot was sent home from a reception class for “assault on a pupil, disruptive behaviour and breaching school rules”. Discipline – at crisis point???? The headlines…

So what is ‘discipline’? The word discipline is taken from the Latin ‘discipulus’ – a ‘pupil/one who learns’ and from the verb ‘discere’ – ‘to learn’! …so doesn’t this ask us to create a ‘learning environment’?

Activity 1.Kids are behaving well when… 2. Kids are not behaving well when..

Understanding unwanted behaviour ….”it’s all about relationships!” Purely relying on the ‘within child’ or ‘medical model’ explanations just demonizes the child and leads to feelings of helplessness all round. (Mis)behaviour is a result of the person(s) involved and the situation they are in. It has a context and does not just ‘happen’.

Pause for thought… Behaviour can be an area where we expect so much and teach so little. Galvin, Miller and Nash (1999) Behaviour is learned Behaviour is conditioned Behaviour is chosen Behaviour communicates needs Behaviour can be changed and taught!!!!!

‘Even amongst successful teachers, it is seldom that two can be found to agree on what produces good discipline.’ Smalley & Morris 1992 So is there some ‘secret ingredient’ or can we draw together some common threads which pervade all successful schools?

Research points out that there are three main strands to effective behaviour management: 1.Preventative discipline - establishing basic rights, clear rules and consequences 2. Corrective discipline - what we say and how we say it when a student is disruptive or disrespectful 3. Supportive discipline - maintaining a climate of respect, a positive ‘tone’, following disruptions up to repair and rebuild, developing behaviour agreements and a team approach to solving discipline problems.

Preventative discipline – a few questions … 1.Are there clearly defined, expectations for behaviour that are easily understood by welfare staff, teaching staff and students? If so, what are they? 2.Are there routine, organisational issues which might be changed to minimize unwanted behaviour? 3.Are there clear, fair consequences for unwanted behaviour? If so, what are they? Does the sanction ‘fit the crime’?

Corrective discipline – maintaining ‘the relationship’ – it’s all about what we say and how we say it! The basics: Smile Use names Adopt an assertive/firm tone rather than an aggressive or a whinging one Focus on the primary issue rather than the secondary behaviours

Corrective discipline – a few tactics! 1.Name -Tactical pause - followed by direction 2.Private signals/Non-verbal cues 3.Tactical ignoring 4.Distraction and diversion 5.Partial agreement 6.The ‘When..then’ direction 7.Rule reminder 8.Take up time 9.Choice followed by direction (deferred consequence) 10. Say ‘Thanks’ – imply/expect compliance

Ok… a few scenarios….how might you respond? 1. “You’re always picking on me! My dad’s gonna ring in!” 2. “ But I’ve been in the queue for ages! I didn’t push in!” 3. “ I didn’t drop it! Why should I pick it up?” 4. “If I want to eat my dinner here, I’ll eat my f*!*ing dinner here.” 5. “Oh, come on, Miss! Just let us finish our game!” “Sorry, lads….rules are rules!” (Whispered) “ What a bXXXX!”

Supportive discipline – ‘repairing the relationship’ 1.‘Cool off’’ time 2.Rebuild the relationship

So where do you feel you’re at on the Behaviour Management – ometer? Starting outProficient Ok…so what might you do in the immediate future to ‘move up a notch’? ?

And finally…discipline may well be one of our ‘big rocks’ but… ‘There is, of course, no simple answer, no single remedy and certainly no complete success.’ Marland, 1975 …so try to keep things in perspective!