1. Discipline without punishment, stress or rewards! Behaviour management at William Law School 2015

2. Discipline is a tool for teaching responsibility. The ultimate goal of discipline is self discipline. The best discipline is the kind nobody notices – not even the one being disciplined.

3. Why do we need a new approach to behaviour management? Observations of other schools Ties into reflection and Learning Powers Red room is only a punishment – it doesn’t help children to improve their behaviour

4. I expect you to be independent, innovative, critical thinkers who will do exactly what I say. The real influence of teachers is reflected by what students do when the teacher is not with them. The “Raise Responsibility System”

5. A ANARCHY- Lack of government or control, resulting in lawlessness. Complete disorder.

6. B BOTHERING- Causing annoyance or fuss Disturbing or troubling others

7. C CO-OPERATION To work in a helpful way with other people

8. D DEMOCRACY Internal motivation to do the right, appropriate or responsible thing.

9. There’s a piece of paper laying on the floor… D = a child picks it up and puts it in the bin without any expectation of recognition or reward C = a child picks it up when asked to do so and puts it in the bin B = A child starts kicking it around and bothering other children A = a child screws it into a ball and throws it at someone else https://www.youtube.com/watch?v=SPt4DStoJJ0

10. “On what level is that behaviour?” The key idea to this approach is that situations are seen as opportunities to guide children, rather than to punish This can reduce teacher stress and have a positive effect on relationships and communications The child perceives the teacher as trying to help, rather than punish

11. T: On what level is that behaviour? S: I don’t know T: Tell me a standard in our class S: Not talking when the teacher is T: Then you are making your own standards. What level is that? S: B T: Thank you

12. T: On what level is that behaviour? S: I don’t know T: Tell me what the other students are doing S: They are working together T: Were you doing your best to work together with them? (Closed question, which still requires reflection) S: No T: What level is it when someone makes their own rules? S: B T : Thank you

13. This requires practice… But, by always starting with, “On what level is that behaviour?” it is made more simple. The teacher asks the child to identify the level of behaviour and not the behaviour itself. https://www.youtube.com/watch?v=jokwX69eJ WU

14. Ways of avoiding “bothering” behaviour in the classroom Unobtrusive techniques, including: Visual Kinetic Verbal

15. Guided choices Once a child has identified that their behaviour is at level B, they can move their picture onto the “B” level on the classroom display. This is similar to our current “warning” level. Most children will then adjust their behaviour and move back to level “C”.

16. Reflection – Stage 1 If a child continues to operate at level “B”, they will need to take time out for reflection. This will work best if there is a clear time out / reflection area in the classroom, where children are away from the difficulties and distractions (If necessary, children could use reflection area in another classroom). Children will then need to complete the yellow form, reflecting on their behaviour.

17. Reflection – Stage 1 Lunchtime If a child receives a yellow card for bothering behaviour at lunchtime, the reflection must take place in the classroom at 1.45 All stage 1, yellow cards forms must be stored by the class teacher in a behaviour file (will be provided). Teamleaders will no longer need to see children immediately for yellow cards

18. Reflection – Stage 2 If children’s behaviour is at level “A”, they will also need time out to reflect. This time however, they will need a teacher to reflect with them and help them make guided choices about their future behaviour. Red (pink) reflection forms should be filled in with the teacher and then taken to the red room.

19. Reflection –Stage 2 Lunchtime If a child needs a red reflection form for lunchtime behaviour, it will be completed with the adult in the red room. Sanctions The sanctions on the red reflection form are chosen by the child. This needs to be guided by the teacher.

20. Reflection – Stage 2 Red reflection forms will be mailed home to parents. A copy must be stored in the class teacher’s behaviour file. At parents evening, all behaviour forms must be shared and discussed with parents.

21. When all else fails Stage – 3 Children who persistently get red cards will need to reflect on their behaviour with a member of senior management and their parents. At this point individual behaviour plans will be drawn up.

22. Obedience vs. Responsibility External motivators are used extensively in school. This includes telling children what to do, punishing them if they do not and rewarding them if they do. This teaches children obedience. The shortcomings of this appear when teachers are not around and there are no external motivators. The Responsibility System focuses on internal motivation.

23. Rewards Level “C” behaviour is a William Law Standard – it is what we expect and should not be rewarded. House points should only be used for excellence.

24. Questions? Where next? 1, Try to read the chapter from the book over the holidays. 2, Practise asking children about their behaviour this term, without the levels eg. “Why am I stopping you in the corridor?”