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

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