1. Classroom Management Teaching ‘Jonah’ Skye Gray PDHPE Head Teacher Wollongong High School of the Performing Arts

2. WARNING!!

3. NOT AN EXACT SCIENCE! THERE ARE NO ABSOLUTES IN BEHAVIOUR MANAGEMENT – no one set of strategies that work … all the time … for every child … for every teacher …

4. BEHAVIOUR AWARENESS BEHAVIOUR AWARENESSBEHAVIOUROWNERSHIP

5. Understanding the Science of Behaviour WHAT? What is behaviour? WHY? Why do we choose to engage in certain behaviours? HOW? How come we choose to repeat some behaviours and not others?

6. Understanding the Science of Behaviour Behaviour is Behaviour is anything we say or do ©University of Southern Florida PBS Project

7. Understanding the Science of Behaviour Behaviour is how we react to our environment ©University of Southern Florida PBS Project

8. Understanding the Science of Behaviour Behaviours meet a need: Get? Get? Avoid? Avoid? Communicate? Communicate? ©University of Southern Florida PBS Project

9. Understanding the Science of Behaviour Behaviours are often learned and continue because they serve a purpose or function. Behaviours are often learned and continue because they serve a purpose or function. We engage in behaviours because we have learned that a desired outcome occurs We engage in behaviours because we have learned that a desired outcome occurs ©University of Southern Florida PBS Project

10. Challenging Behaviour … Challenging Behaviour … Name the behaviours that challenge your day to day functioning as teacher Name the behaviours that challenge your day to day functioning as teacher One behaviour per post-it One behaviour per post-it Green = Classroom Green = Classroom Pink = Playground [and non-classroom] Pink = Playground [and non-classroom] Place on the axis according to severity and frequency Place on the axis according to severity and frequency

11. Challenging Behaviour … It may not be the behaviour that is so dramatic – it is the frequency of the disruptive behaviour that is stressful and tiring. It may not be the behaviour that is so dramatic – it is the frequency of the disruptive behaviour that is stressful and tiring. is behaviour that significantly challenges the day to day functioning of schools. is behaviour that significantly challenges the day to day functioning of schools. is behaviour that impacts on learning and interrupts students and staff capacity to function in a safe and orderly environment. is behaviour that impacts on learning and interrupts students and staff capacity to function in a safe and orderly environment.

12. Ideal and Challenging Behaviour … WHY? Why do students choose to engage in certain behaviours?

13. Behaviour in context! Behaviour doesn’t occur in a vacuum. Behaviour doesn’t occur in a vacuum. Behaviour in context of “classroom ecology” Behaviour in context of “classroom ecology” Learning and Teaching Physical Setting factors Teacher factorsStudent Factors Curriculum Factors

14. Teaching Jonah – “Summer Heights High” video excerpt

15. Classroom Management Learning and Teaching Physical Setting factors Teacher factorsStudent Factors Curriculum Factors

16. Do not expect negative consequences to change behaviour patterns. Negative consequences keeps the lid on behaviour patterns. Teaching changes behaviour

17. Replacement behaviours need to be taught explicitly. Teach expected behaviours explicitly Provide time to Practice expected behaviours Encourage students to Apply these behaviours in different settings Acknowledge when attempts are made at meeting expectations of behaviour. Practice Teach Apply Acknowledge support

18. Remember…. We may not be able to control some student factors but we can control the situation. Preparation Preparation Learning expectations Learning expectations Organisation Organisation Behavioural expectations Behavioural expectations

19. NOT AN EXACT SCIENCE! Need to reflect, adapt and revise to suit each student, class or situation.

20. ACKNOWLEDGEMENTS Liz Calabria (Catholic Schools Office, Broken Bay Diocese, Education Officer Behaviour Management) Bill Rogers – Cracking the Hard Class Bill Rogers – Cracking the Hard Class

21. “I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a person’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humour, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a person humanised or dehumanised.” - Haim Ginott (teacher)