1. Behaviour Management

2. What can Behaviour Management be?
Dealing with argumentative participants
Organising the unorganised
Overcoming behaviour issues
Identifying and addressing learning issues
Engaging a participant
Addressing a problem
Question the group – ‘What can behaviour management be?’
- Write a few dot-points up on the board

3. What are some common causes of behaviour issues?
Participant causes:
Needs directions
Bored
Does not understand instruction/activity
Not engaged
Waiting for their turn
Unclear expectation
Instructor causes:
Failure to provide direction
Too much time talking
Insufficient knowledge/skill, no session plan
Failure to engage the group
Inappropriate equipment for participant/s
Poor session structure
Outcome not known
Identify that often any behaviour issue can be cause by either the participant, OR the instructor…
Question the group – ‘What are some participant causes vs. instructor causes?’
- Discuss that for every participant cause, there is usually an approach an instructor can take to address or minimise the participant cause

4. Do you address behaviour issues the same way?
Types of participants:
Adults?
Teenagers?
Children?
Course type:
Tackers (Holiday program)
Sporting Schools (Teacher available)
Start Skippering (Adult learners)
Discuss the different approaches you’d take if behaviour issues were prevalent for the different participants – adult, teenager, child?
How you address will always be different based on situation/person
Avoid: yelling, insulting, belittling, getting personal, punishing group for the actions of one, corporal punishment or ignoring behaviour
Attempt to: determine ‘real issue’, address as soon as possible
Course type:
Holiday program (baby-sitting) - if they don’t want to be there, address this with them but also parents. One participant should not be able to impact entire group.
Sporting Schools – If a teacher is there, use them! You’re there to teach kids to sail, use teacher for crowd control.
Adult learners – identify the issue, one-on-one. Work to resolve OR advise participant maybe enrol in a different course.

5. How to Discuss Inappropriate Behaviour
Situation
Where did the issue occur?
When did it happen?
Behaviour
What happened?
How did the person act?
Who was involved?
Impact
What impact did the behaviour have on:
learning outcome, other participants, instructor, participant?
When addressing an issue, one model you can use is the ‘SBI’ approach:
S = Situation (explain exactly where and when the behaviour was observed)
B = Behaviour (what exactly was the behaviour)
I = Impact (identify the impact this had on the session, other participants, you as the instructor and the participant themselves)

6. Resolution Question participant to determine the resolution:
How do you think we can avoid this from happening again?
What can I do, to ensure this doesn’t happen again?
What can you do, to ensure this doesn’t happen again?
Learn from the situation:
Can you structure the session better?
Can you engage participants better?
Can you foresee behaviour issues?
Discuss how a resolution can be identified.
The more a participant can own resolution, the more likely it will be to work.

7. Scenarios
23 year-old participant, has been late by up to 20mins for both Session 1 and 2 of a Start Crewing Course:
What do you do?
What would you say?
As an Instructor, what would you change to minimise this occurring next course?
School holiday Tackers program – 10 year-old participant not interested in session, fails to listen, pay attention and misbehaves whenever he can:
What would you do?
What would you say?
As an Instructor, what would you change to minimise this occurring next course?
Depending on time, determine how these scenarios can work.
Option 1 – break group into smaller groups, 4-5… provide scenario 1 and 2 to groups and provide 3mins to discuss their approach. Have groups present back to larger group.
Option 2 – Individually have participants jot down a few notes as to how they’d deal with both these scenarios. Inform group that two people will have the chance to role play exactly how they’d work with the participant to address the issue. Have the facilitator of the course play the misbehaving course participant, and provide 3mins for the role play to occur in front of everyone. Provide opportunity for peer feedback from other conference attendees.

8. Strategies to Prevent Inappropriate Behaviour
Set the scene/expectation early
Code of behaviour
Routine
Appropriate behaviour
Manage behaviour as it happens
Be positive – praise good behaviour
Determine individual’s needs/expectation
Engage participants – avoid lectures
Sequence activities appropriately
Avoid waiting times
Building blocks for learning
Hopefully some of these strategies came out of previous activity, but reinforce some key strategies to help prevent inappropriate behaviour.

9. Resources Dealing with Disruptive Students
Chris Goldacre, Dinghy Chief Instructor
Managing Children’s Inappropriate Behaviour
Australian Sports Commission
Behaviour Management
Either provide hard copy handouts, 2.1, 2.2 and 2.3 OR provide electronically post-event.

10. Questions / Comments Provide opportunity for questions.
Park any issues that are taking too long to resolve, or elect to speak ‘offline’ with the person/people.