1. “Challenging Behaviour” Laurie Kenny & Mike Coates Teacher Education Team Hull College

2. Aim & Objectives To highlight and share key issues related to ‘challenging behaviour’. Suggest what constitutes ‘challenging behaviour’. Identify and share teaching strategies which could be useful when faced with ‘challenging behaviour’ issues.

3. Post it note time Please tell us what you would like to get from this session.

4. A starting point … ‘Further education is not compulsory. Why would learners be there if they didn’t want to be? Why should FE not be full of well motivated learners, willing and even eager to learn?’ Wallace (2007:1)

5. QUESTION: What is challenging behaviour? Any behaviour which the tutor deems to be inappropriate within the context of the situation – challenging behaviour means different things to different people!

6. Role of the teacher – thought shower Think about one situation that you have experienced as a teacher that you think could be considered as ‘challenging behaviour’ What was the challenge?

7. Strategies Thought shower exercise: Thinking about the key issues raised – can you share your strategies with the group please.

8. Guess who

9. 6 R’s of Positive Behaviour Management Rules Routines Rewards Responsibility Respect Relationships

10. Thoughts for the day A teenage brain is a ‘work in progress’ There is usually a root cause for disruptive behaviour Emotional intelligence – ‘… an ability to take others’ feelings and sensitivities into account’ Wallace (2007:74)

11. Any questions?

12. Possible issues …. What motivates learners to be ‘awkward’ or challenging? How can we use extrinsic motivation to provide intrinsic motivation? Maslow’s hierarchy Negative constructs of ‘the teacher’ Learners’ own expectations and our expectations Establishing ground rules

13. Self-actualisation Self-esteem Love & Belonging Safety & Shelter Hunger & Thirst Maslow’s Hierarchy of Need Staff ? ? ? ? Breakfast today? Roof & Bed? Family & support? Confident?

14. Be enthusiastic & positive Praise. Be open Promote cohesion Treat students fairly. H & S Breaks, seating, ventilation, noise Maslow’s Hierarchy in the classroom ?

15. Tips Topics related to student experiences where possible Build good relationships Vary activities – attention span issues Clear expectations, guidelines and boundaries Don’t expect students to learn in the way which you find best for you – learning styles vary Be flexible – take opportunities which present themselves unexpectedly Always give them the “big picture” Rewards!!

16. Coping Strategies Stay calm & in control Make rules clear Never challenge or confront Never show embarrassment or anger Ask learners – don’t tell Never argue Discuss bad behaviour privately Ignore silly comments SMART targets

17. References & further reading Berne, E. (1964) Games People Play: the psychology of human relationships. London. Penguin. Berne, E. (1975) What do you say after you say hello?: the psychology of human destiny. London. Corgi. Coffield. F (2008) Just suppose teaching and learning became the first priority.... London. LSN Cowley. S (2006) Getting the buggers to behave (3 rd Ed.) London. Continuum Publishing Group. Rogers. B (Ed) (2006) How to manage children’s challenging behaviour. London. Sage Publications.

18. References & further reading Rogers. B (Ed) (2006) Classroom Behaviour. (2 nd Ed.) London. Sage Publications. TES Focus article: http://www.tes.co.uk/article.aspx?storycode=60 08302 http://www.tes.co.uk/article.aspx?storycode=60 08302 Wallace, S. (2007) Managing Behaviour in the LifeLong Learning Sector. (2 nd Ed) Exeter. Learning Matters Ltd. Video clip Maintaining classroom discipline 1947 - (Mr Grimes) Available at: http://www.behaviour4learning.ac.uk