Dr A J Davison Creating a Positive Learning Environment Session One: Creating a positive classroom context

Dr A J Davison Creating a Positive Learning Environment Aims of the session To explore: Perceptions of Behaviour Management Nature of the Positive Learning Environment. a solution-focused approach to tackling behaviour problems being a proactive teacher and will introduce: a proactive checklist for positive behaviour management OHT 1.1

Dr A J Davison Creating a Positive Learning Environment In effective learning environments: There is a shared understanding of what constitutes ‘good ’behaviour. We have clear expectations! There is regular teaching and reinforcement of social behaviour and behaviour that maximises learning. We are consistent in our expectations! There is a behaviour framework in place which sets out clear expectations. We can find out what we should expect! There is an emphasis on belonging and social responsibility. The expectations support positive relationships and experiences! There is an emphasis on building good relationships between adults and children, and between children themselves. Expectations are equal and universal! OHT 1.2

Dr A J Davison Creating a Positive Learning Environment The 4 Rs Rights Responsibilities Rules Choices Routines OHT 1.3 Negative consequences Inevitability Positive consequences

Dr A J Davison Creating a Positive Learning Environment Aims of the session how to set behavioural expectations using expectations in the classroom developing a clear and positive view of expectations how to change and develop expectations creating a positive learning environment: –physical –emotional Ongoing development: a proactive checklist for positive behaviour management OHT 2.1 Setting Expectations

Dr A J Davison Creating a Positive Learning Environment Why are expectations important? Teachers and students need to know what is expected of them if they are to be successful Establishing clear expectations helps create a positive atmosphere - emphasises what is wanted and valued Clearly stating specific expectations provides framework for identifying appropriate teaching behaviours - provide all students with opportunity to succeed OHT 2.2

Dr A J Davison Creating a Positive Learning Environment A solution-focused strategy for developing expectations in my classroom I feel I have not helped students understand my expectations about their behaviour for learning at all OHT I feel I have helped students understand my expectations about their behaviour for learning very successfully

Dr A J Davison Creating a Positive Learning Environment Setting and changing expectations Give an explicit description of the behaviour you require (be clear, use precise language.) How do you involve students in decision making and activity selection? How do you know how and when to support colleagues? How do you communicate your expectations to students? How do you monitor the success of your expectations? How frequently do you review events in the classroom? How do you involve the students with others? How do you celebrate a student’s success? How will you deal with setbacks? OHT 2.5

Dr A J Davison Creating a Positive Learning Environment Reviewing expectations OHT 2.6

Dr A J Davison Creating a Positive Learning Environment Classroom organisation for positive behaviour: emotional Students need to feel: safe welcome valued supported motivated OHT 2.8

Dr A J Davison Creating a Positive Learning Environment Aims of the session why do we need to teach positive behaviour how do we teach behaviour What is a solution-focused strategy for promoting positive behaviour how do we select appropriate responses when inappropriate behaviour occurs and will build on: a proactive checklist for positive behaviour management OHT 3.1 Teaching positive behaviour and responding to inappropriate behaviour Behaviour can be an area where we expect so much and teach so little’ Galvin, Miller and Nash, 1999

Dr A J Davison Creating a Positive Learning Environment Teaching behaviour Teach behaviours required to meet the stated expectations Make this teaching explicit rather than implicit Make time for this explicit teaching a priority Help students understand the idea of learning behaviours Plan for regular reinforcement Ask students to remind each other of rights and responsibilities of students and adults in the classroom Focus on one required behaviour. Describe the behaviour you need to see Teach the required behaviour – discussion, modelling, practice Develop and use a routine which is consistent each time so that the students become familiar with your prompt words Explain the positive consequences if the students get it right. Reward systems – whole-school, class- wide, individual Explain the negative consequences if they don’t get it right. Sanction systems – whole-school, class- wide, individual OHT 3.3

Dr A J Davison Creating a Positive Learning Environment Guidelines for responding Low-level, unobtrusive interventions Choice and consequences Hierarchy of consequences Certainty not severity OHT 3.6 Non-verbal messages Tactical or planned ignoring Description of reality Simple direction Rule reminder Question and feedback Blocking or assertive statements Choices and consequences Exit procedures Least to most intrusive interventions

Dr A J Davison Creating a Positive Learning Environment Reminder: We need to teach positive behaviour We need to know how to teach behaviour Plan how to teach a specific behaviour in your classroom how to respond to inappropriate behaviour in your classroom the use of preferred futures as a solution-focused technique to promote change OHT 3.8

Dr A J Davison Creating a Positive Learning Environment Session Four: Learning behaviours and lesson structures

Dr A J Davison Creating a Positive Learning Environment Aims of the session Session Four will explore: the concept of learning behaviours how to increase the likelihood of learning behaviours occurring how lesson structure can reinforce learning behaviours a solution-focused strategy for tackling behaviour problems and will build on: a proactive checklist for positive behaviour management OHT 4.1

Dr A J Davison Creating a Positive Learning Environment Children’s social, emotional and LEARNING behavioural skills OHT 4.2

Dr A J Davison Creating a Positive Learning Environment Why ‘LEARNING BEHAVIOURS’? Moves away from negative discussions about behaviour Behaviour that enables and maximises learning Can range from high-level skills to earlier, less complex skills The concept is applicable to all children OHT 4.3

Dr A J Davison Creating a Positive Learning Environment Inside classrooms Unique complexity Busy places Public places Events are multi-dimensional Events are simultaneous Events have a high level of unpredictability Watkins,1997 OHT 4.4

Dr A J Davison Creating a Positive Learning Environment Increasing the likelihood of learning behaviour STRUCTURE/INTERVENTION Under the control of the teacher OHT 4.5 More likely to see or show learning behaviour Less likely to see or show learning behaviour

Dr A J Davison Creating a Positive Learning Environment Our structures need to address Motivation Well-being Expectations OHT 4.6

Dr A J Davison Creating a Positive Learning Environment A diagrammatic plan Starter Whole-class learning X min equipment Task 1 Mini- Y minTask 2 plenary Plenary OHT 4.7 Behaviour Sharing space Hands up Listening to each other Cooperating in a group Waiting turn Sharing space Listening to each other * * * } }

Dr A J Davison Creating a Positive Learning Environment Seeing the ‘big picture’ The time line – breaking it up Time limits Targets and consequences Discrete pieces of work Discrete behaviour Showing children the progress they are making in behaviour as well as in learning OHT 4.8

Dr A J Davison Creating a Positive Learning Environment Building on success The helper’s role: Bringing individuals’ strengths to their attention Using questions to help the individual to focus Amplifying small successes through questioning Ensuring that the description is as concrete and detailed as possible Identifying the small things the individual does well Giving feedback constructively, objectively, genuinely Reinforcing identified strengths in order to increase the likelihood of their being used in future OHT 4.9

Dr A J Davison Creating a Positive Learning Environment We have looked at: the concept of learning behaviours selecting interventions to increase the likelihood of learning behaviours occurring classroom procedures/routines which promote learning behaviours how lesson structure can reinforce learning behaviours a solution-focused strategy for managing behaviour OHT 4.10

Dr A J Davison Creating a Positive Learning Environment Session Five: Building positive relationships

Dr A J Davison Creating a Positive Learning Environment Aims of the session Session Five will explore: how we develop positive relationships with children the use of praise in developing and maintaining positive relationships why it is more difficult to build and maintain positive relationships with some children than with others solution-focused strategies for proactive behaviour management and will build on: a proactive checklist for positive behaviour management OHT 5.1

Dr A J Davison Creating a Positive Learning Environment Relationships The key to promoting positive behaviour Three main difficulties: Large numbers of children with whom teachers have to develop relationships Multiple role of the teacher Some children are actively suspicious and anti-relationships OHT 5.2

Dr A J Davison Creating a Positive Learning Environment Relationships You need to have a positive relationship Relationships develop naturally They can be positive or negative Maintenance may come naturally May need to be planned Relationships take time Involve others – staff, parents/carers, etc. Keep a healthy ‘bank balance’ OHT 5.3

Dr A J Davison Creating a Positive Learning Environment The relationship bank OHT 5.4 Black Red

Dr A J Davison Creating a Positive Learning Environment The relationship bank OHT 5.5 Black Red

Dr A J Davison Creating a Positive Learning Environment Tips on using praise Aim for a ratio of 8:1 Start the lesson by praising specific things from last session Be genuine Make praise specific – relate to the 4 Rs Choose carefully when to give it Praise what matters to children as well as what matters to you continued... OHT 5.6

Dr A J Davison Creating a Positive Learning Environment Tips on using praise continued... Keep going even if children do not acknowledge your praise – it works on the inside Don’t ‘qualify’ praise Acknowledge any effort the child has made – praise is a consequence of that effort See the child individually and tell them what you observed A quick positive note or phone call home can work wonders OHT 5.6

Dr A J Davison Creating a Positive Learning Environment Why is it more difficult to build and maintain positive relationships with some children than with others? What separates them out in terms of: their behaviour towards you their behaviour towards peers their attention span their academic success how they feel about themselves their support from home their ability to do what they promised? OHT 5.7

Dr A J Davison Creating a Positive Learning Environment Our own feelings Annoyed Angry, provoked Hurt Defeated, discouraged OHT 5.8

Dr A J Davison Creating a Positive Learning Environment In this session we have: considered the importance of positive relationships shared ideas for building positive relationships considered why and how to use praise discussed why it is more difficult to build and maintain positive relationships with some children than with others discussed why ‘labelling’ children happens and how it can perpetuate negative behaviour applied solution-focused strategies to a classroom issue OHT 5.9