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Positive Strategies to manage behaviour PGCE 17-18

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1 Positive Strategies to manage behaviour PGCE 17-18
Behaviour 2 Learn 1 Seminar Positive Strategies to manage behaviour PGCE 17-18

2 Objectives To understand the need to ‘establish’ behaviour management with a new class To develop awareness of: some ways in which a safe classroom climate can be established actions to help establish discipline and good behaviour a range of positive behaviour management strategies to promote good behaviour To be able to apply knowledge, understanding and skills about ‘behaviour to learn’ in order to plan responses to behaviour scenarios To reflect upon personal competence to accomplish the above objectives

3 Teachers’ Standards Part 2:
TS 7 Manage behaviour effectively to ensure a good and safe learning environment have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary. TS 1. establish a safe and stimulating environment for pupils, rooted in mutual respect Part 2: treat pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position

4 Behaviour Management Framework
Published July 2016 Identifies 3 ‘R’s of the Behaviour Curriculum: Routines Relationships Responses

5 Relationships

6 Introductory Activity
I went to the disco and I wore….. How did you feel when you didn’t get in? How did you feel when you did get in? What are the implications of this for classrooms and children? What is your role as teacher, here?

7 Self Concept As a result of interacting with the environment, and particularly with other people, we develop notions of who and what we are…we begin to construct notions of ‘self’. Sources of information include: Direct experiences e.g. being loved What we are told e.g. you are a good/clever/naughty/stupid boy/girl Lefrancois, 1997 p.320

8 Self-efficacy Lefrancois, 1997 p.366
Estimate of our personal effectiveness - Skills required for successful performance - Personal estimate of those skills Important determinant of what we do…and don’t do and how much effort we expend: ‘The stronger an individual’s perception of efficacy, the more likely the individual is to persist and the greater the effort expended will be.’ Lefrancois, 1997 p.366

9 ‘Learning is an emotionally high-risk activity and failure is often extremely painful. Prolonged experience of failure or deprecating remarks by a teacher about pupils’ low attainment can have devastating consequences for pupils’ self-esteem. As a result, quite naturally, such pupils are likely to withdraw from making further efforts as a means of protecting themselves from further pain (in effect, if I am not trying, my lack of success is simply my choice).’ Kyriacou (1998) pp. 64–65 ‘Our evidence suggests that many children who behave badly in school are those whose self-esteem is threatened by failure. They see academic work as competitive and the competition unwinnable. They soon realise that the best way to avoid such a competition is not to enter it’ The Elton Report (1989)

10 Establishing a safe classroom climate
Routines Establishing a safe classroom climate

11 The ‘Establishment Phase of Behaviour Management (Rogers, 2011/2012)
Teach rules, routines and positive behaviours Encourage and support positive behaviours Enforce fair rules Engage and build positive working relationships with individuals and groups Choose 1 activity, explore, be ready to share conclusions with the whole group. 1. Sit down, Mia! Explore the effects of our body language and tone. (Grigg, 2010) 2. Two ways of saying something Explore the effects of our verbal language. (Rogers, 2012) 3. Top Tips for Trainees reflect on how we can establish rules and routines with our PP2 class.

12 The Establishment Phase on PP2
As each group feeds back their conclusions, make notes on specific actions which will help you to establish… (a) a safe classroom climate (b) good behaviour and discipline 1. Sit down, Mia! Explore the effects of our body language and tone. (Grigg, 2010) 2. Two ways of saying something Explore the effects of our verbal language. (Rogers, 2012) 3. Top Tips for Trainees reflect on how we can establish rules and routines with our PP2 class.

13 The Establishment Phase – more ideas?
Know: …all the children’s names …children’s individual needs and how these are catered for … the rules of the classroom/school …he school behaviour policy and rewards and sanctions any seating plans and/or how children are grouped for learning Routines e.g. for lining-up, going to the toilet, entrance to the room, Do: …have a method for gaining children’s attention (how does the teacher do this?) On prep days, take some whole class responsibility e.g. bring children in from play/read a story/take the register …ensure that children know that YOU know the rules and routines …ENFORCE the rules/routines Be able to regulate your own emotional state; i.e present a calm, confident teacher presence (if you don’t feel it – act!) Ensure all children are listening/not talking before you talk.

14 Positive strategies to manage behaviour (enforcing rules and routines)
Responses Positive strategies to manage behaviour (enforcing rules and routines)

15 Positive Behaviour Strategies (Rogers 1998)
Choice Offer question or support When-Then direction Teacher Proximity Redirect behaviour Use of pupil’s name Apply consequence Partial agreement Warning of consequence Eye contact and NVC Practical Considerations Tactical ignoring Focus on the primary behaviour Take-up time Remove audience

16 A Hierarchy of Behaviours (Rogers 1998)
Least intrusive Most Eye contact and NVC Teacher Proximity Use of pupil’s name Choice, Partial agreement Offer question or support, When – then direction Redirect behaviour Warning of consequence Apply consequence Follow-up

17 Applying knowledge and practising skills

18

19 Behaviour scenarios 1. Choose a behaviour scenario
2. Plan: in pairs/3s plan how you would respond as teachers Consider: the social/emotional/cognitive domains 10 principles of behaviour management the hierarchy of positive strategies Establishment issues 3. Feedback: Be prepared to feedback to the whole seminar group.

20 Behaviour to Learn Checklist
Look through your copy of the Behaviour to Learn checklist booklet. Ongoing self-audit/evaluation throughout your training year. Keep a copy in your placement folders along with your Training plan (this will be introduced at a later date).

21 Plenary: Personal reflection
With reference to promoting Behaviour 2 Learn: I believe….. I think I am/will be good at….. To develop, I need to…..

22 Remember… Every day is a new day…….

23 References Kyriacou (1998) Essential teaching skills (2nd ed.) Cheltenham : Stanley Thornes Grigg, R. (2010) Becoming an outstanding primary school teacher New York : Longman DES (1989) The Elton Report: Discipline in Schools London: HMSO available online: at accessed Hadyn, T (2012) Managing Pupil Behaviour: Improving the Classroom (2nd Edition) Routledge LeFrancois, G (1997) Psychology for Teaching (9th edition) London: Wadsworth Powell S, and Tod J. (2004) A systematic review of how theories explain learning behaviour in school contexts. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education available online at accessed Rogers, B. (1998) You Know the Fair Rule: Strategies for making the hard job of discipline and behaviour management in schools easier (2nd ed.) London: Pitman Publishing Rogers, B. (2011) Classroom Behaviour (3rd Edition) London: Sage Rogers, B. (2012) You Know the Fair Rule: Effective Behaviour Management in Schools (3rd ed.) Harlow: Pearson Education Limited


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