1. Humanistic approach to behaviour management & self esteem
Fda Supporting Teaching & Learning
Unit:
Humanistic approach to behaviour management & self esteem

2. Session aims
To examine the Behaviour for Learning approach to behaviour management
To examine the principles of the humanistic approach to behaviour management
To consider how we can use such approaches to develop appropriate behaviour and promote self esteem

3. Management strategies
Behaviourist – control/discipline/correction
Cognitive behaviour modification
Behaviour for Learning
Social-learning theory
Restorative Justice
Humanistic approach
SEAL

4. Behaviour for Learning
Based on a review by Powell & Tod (2004)
Promotes ongoing reflection of whether a strategy is having an impact
Learning behaviour is influenced by the triangle of influence

5. Behaviour for Learning framework 3 relationships:
Relationship with self
Relationship with others
LEARNING BEHAVIOUR
= promoting learning & managing behaviour
Relationship with learning
Home support & situation
Personality
Mental health /emotional literacy
Self motivation
Social skills
Communication
skills
Confidence
Position in peer
group / respect
Body language
Learning environment
Rules and routines
Learning skills
Inclusive school/
classroom
Learning activities
Teacher /TA approach
What learning behaviours would you identify with each?

6. What learning behaviour do you want to work on/promote?
Child A is very vocal and disruptive in class which means he is often sent out Child B is moody and unpredictable Child C is regularly involved in playground incidents for which she blames other pupils Child D reacts negatively to praise Child E frequently says ‘I can’t do this’ and will rip up his work and throw it on the floor

7. Behaviour for Learning
Think of 2 situations that you experienced recently were you thought it went well/ not so well…..
Which of the three relationships had the greatest influence?
How might a behaviour for learning approach influence your practice
Day-to-day
Longer term planning

8. Management strategies
Behaviourist – control/discipline/correction
Cognitive behaviour modification
Behaviour for Learning
Social-learning theory
Restorative Justice
Humanistic approach
SEAL

9. Social learning theory
Bandura (1963), Patterson et al (1967),Wragg (1984)
This theory proposes that many behaviours develop as a result of our observing what other people do
E.g. children are more likely to be aggressive when they observed another person behaving aggressively
If this behaviour was followed by rewarding consequences, such as passivity or crying by the victim, the aggression was more likely to be repeated
This influences how children develop their knowledge of social roles and their sense of identity in school
Children who see inappropriate behaviour going unchecked are more likely to be involved in similar behaviour themselves

10. Emotional Intelligence
The ability to control and use our emotions to enhance success
Emotional Quotient
How it is measured
Emotional Literacy
Understanding & using emotions
Learning how to learn

11. Emotional intelligence
Based on the work of Daniel Goleman (1996) who identified 5 skill domains
These work together to form emotional intelligence:
- Self awareness
- Managing feelings
- Motivation
- Empathy
- Social skills
How does developing these skills help us to manage pupil behaviour?

12. Emotional intelligence
Can then be used to help pupils to:
Learn the skills they need in order to behave well rather than just correcting poor behaviour
Encourage children to make a choice about their behaviour
Recognise and support children in managing strong emotions
Encourage reflection about the consequences of particular behaviour
Encourage participation in setting rules and consequences that are based on rights and responsibilities

13. Emotional intelligence
Emotions of success
Enablers
Self awareness, optimism, self esteem
Drivers
Motivation, ambition, determination
Emotional intelligence
Constrainers
Pessimism, anxiety, fear, low self-esteem
Performance

14. Emotional growth
Erik Ericson suggested 8 stages of emotional growth linked to maturity/age
If people do not successful develop through these stages it will result in emotional immaturity

15. Activity What do you use in school to promote: Self awareness
Managing feelings
Motivation
Empathy
Social skills

16. Restorative justice How could this idea be used in school?
Making amends directly to victim or community that has been harmed by an offence Shifts emphasis from challenging school authority to damaging relationships
How could this idea be used in school?

17. Underpinned by 5 principles
Full participation by all parties
Aims to repair the damage for all involved
Offender accepts responsibility
Reintegration of offender & victim
Proactive measures to prevent further harm
Sharpe S (1998) Restorative Justice: a vision for healing and change, Edmonton

18. Restorative justice in schools - examples
15 mins
15mins

19. Humanistic approach
Argues that individuals are motivated by intrinsic reinforcement ……just for the benefit of doing/achieving it
It is seen as preventive rather than corrective
Some humanists argue that attempting to motivate children using extrinsic motivations (rewards) undermines their intrinsic motivation
…i.e. they lose sight of the intrinsic benefits of completing the work or completing the task

20. Maslow’s Hierarchy of Human Needs
Self - Actualization
Self - Esteem
Love & Belonging
Safety
Physiological

21. Self esteem What is self esteem?
Feelings and thoughts about oneself (+ve or –ve)
Respect or regard for self (or lack of it)
Self-worth (value of self)
Self-image (perception of self)
What factors affect how children feel about themselves?
Who they are with at the time
Social context – at home=parental care, role models, family size & birth order; at school – peer & class groups
Current & past relationships
Past experiences (esp in early childhood) – put down, excessively disciplined, abuse
Timing- a person’s self esteem is changeable

22. Self esteem
We can assess children’s level of self esteem by their emotional responses, attitudes and actions:
Characteristics of high self esteem
Characteristics of low self esteem
Calm & relaxed
Energetic
Enthusiastic & well motivated
Open & expressive
Positive & optimisitic
Self-reliant & confident
Assertive
Reflective (aware of own S&W)
Sociable & co-operative
Trusting & friendly
Anxious & tense
Lacking any enthusiasm
Poorly motivated
Easily frustrated
Secretive &/or pessimistic
Lacking in confidence
Constantly seeking approval of others
Arrogant+ aggressive / passive
Self-destructive, abusive, resentful

23. Ways to promote self esteem
What strategies do you use to promote self esteem? Think of examples of how these are put into practice

24. Ways to promote self esteem
Verbal praise
Nurturing techniques
Positive points card
Emotions wall/cards
Mirror talk (look in the mirror):
I feel positive about
I am good at
I can
I feel great when
Circle of success – step into it; shake off any negative thoughts and remember the feelings when you were successful

25. Case study
You are working with a small group of 6 children who have been asked to carry out different measuring activities using a trundle wheel. One of the group appears more withdrawn than usual and appears frustrated with the task. What actions could you take? What else might you do to follow this up later?

26. DfE reports

27. “All children begin with the potential for high self-esteem, but their interactions with others contribute to whether positive self-esteem is encouraged or diminished” Lindenfield (2000)

28. Further information / reading

29. A look at the assignment Task 2

30. Assignment task 2
Investigate the needs and barriers to learning of a pupil, or group of pupils, for example with ESBD (Emotional, Social, and Behavioural Difficulties).
You will need to consult with a range of others and any records or information available in order to:
Monitor, record and evaluate the pupils’ progress using a range of assessment techniques.
Collaborate with the teacher, to plan and carry out an intervention programme.
Monitor and evaluate the intervention strategy and your role within it.
School-based investigative task supported by reading.
40% of the marks;

31. Task 2 – bite size
Monitor pupil and talk to others to establish needs, behavioural challenges & barriers to learning
With teacher, design an intervention to help with behavioural challenges. Justify the design by using wider reading to provide theory support for your approach
Carry out intervention. Monitor/assess & record child’s progress as you go. Note your role in it.
Keep evidence of progress for appendix
Explain and evaluate the intervention – in what ways was it successful / less successful + your role in it.
Use wider refs in your explanation/evaluation

32. Further information / reading
Hook P & Vass A (2002) Teaching with Influence, London; David Fulton Rogers B (2009) Classroom Behaviour; A practical guide to Effective Teaching, Behaviour Management and Colleague Support Rogers B & MacPherson E(2008) Behaviour management with Young Children London; Sage