1. Positive Behaviour Management
Thursday 8th October 2015

2. Why do we have a C system? School Rules C System Consistency
A – Listen in silence
B – Put your hand up to speak
C – Arrive on time to lessons with the correct equipment
D – Keep your hands, feet, objects and comments to yourself
E – Do as you are asked when you are asked.
Warning
C1 When one of the rules has been broken
C2 When another rule or the same rule has been broken
C3 Persistently breaking rules or extreme situations – sent to behaviour centre with a green slip
Consistency

3. Behaviour Centre Stats
3.3X more overall
5.3 X more overall
Behaviour Centre Stats
In October we have had 212 visits to the Behaviour Centre on WRC (5 teaching days)
Since the start of term that is 1074 visits to the Behaviour Centre on WRC alone
This time last year we had 81 visits in October (that’s including the whole of October so about ½ of this would be more accurate = 40 ish) and 321 in total.
Issues:
when 4/5 students are sent from one lesson.
Green slip isn’t completed.
The behaviour centre ‘doesn’t work’ – responsibility and progress

4. Which one of these misdemeanour would warrant a C3 – sent to the Behaviour Centre
Told another pupil to "shut up"
Very rude and refusing
Throwing rulers
Fighting
Defacing equipment (exercise book)
Refused to do work
Wrote on a piece of paper about another pupil
Won't sit in allocated seat
Stupid noises in class and calling out in class
Throwing hula Hoops
Phone went off
Constant disruption
Graffiti in book
Failure to follow instructions
Smoking
Lack of effort
Very rude
Flicking paper
Continuing laughing 
Would not borrow PE kit
Put glue on another pupils jacket
No homework, no pen, not working ? ?

5. Firm but Fair/Consistent
How do we use this? In your groups discuss each scenario and how you would go about deciding what to do if it happened in your classroom. What can you do within this situation? 4 minutes

6. Group 2: Group 5: Group 3: Group 4: Group 1: ALLEN Samuel CRAW Graham
ATTWOOD Annabel
EASTON Matthew
JAMES Luke
O'CONNOR David
SCOTT Kieron
TREVARTHEN Jason
Group 5:
COULTON Ian
HEARD James
McIlROY Charlotte
PURSELL Fiona
TOWNER Amanda
WILLCOCKS Timothy
Group 1:
ALLEN Samuel
CRAW Graham
IGOE Lynsie
McKENNA Martin
ROWE Christopher
WALDOCK Eleanor
Group 4:
CARPENTER David
HAWKSLEY Natasa
LOVE Matthew
PUGH Sarah
SPARK Christopher
WALKER Martyn
Group 3:
BROWNING Julie
FRANCIS Paul
LEWIS Daniel
PARSONS Sarah
SOBEY Luke

7. Group 5: Group 2: Group 3: Group 1: CRAW Jane Hughes Kirsty
BAVISTER Richard
DALE Sian
JONES Helene
MANTELL Betty
PERRIAM David
TURNER Daniel
Group 3:
COCKER Martin
GODFREE Matthew
MITCHELL Katherine
REILLY Melanie
SMERDON Claire
WILLIAMS Mark
Group 5:
CRAW Jane
Hughes Kirsty
PENNINGTON- WILLIAMS Tracey
TREWINNARD Robert
WARREN Neil
Group 4:
COOK Chris
HINE Katie
MONEY Lisa
STEER Danielle
SWETTENHAM Ben
WILLIAMS Neil
Group 2:
BEALEY Jonathan
COCKER Martin
FREEMAN Anne
JULIAN Katy
LYNCH David
SCOTT Margaret
WARREN Helene

8. Group 5 HASBURY Rachel MARTIN Lisa POWER Graeme VAUDRY Samantha
DINNIE Karen
KEENE Amy-Rose
MORGAN Kim
SMITH Adam
TANDY Samantha
WHITE Adam
Group 1
BOONE Teresa
CORNISH Mary
HUGHES Melissa
MATHIESON Philip
SMITH Mark
WATT Nigel
Group 5
HASBURY Rachel
MARTIN Lisa
POWER Graeme
VAUDRY Samantha
VIRGO William
Group 4
BROWN Jodie
HARRIS Kate
KENNY Louise
PILLAR Mark
THOMPSON Caroline
ZIAJKA Sofia
Group 2
COOMBES Genevieve
EAGLES Suzanne
HUNTER Jessica
NEWSAM Anna
ROBINS Sally
WOODRUFF Stacey

9. Three C’s
Consistent
Calm
Compassionate

10. Relationships
Teacher
Student
Parent
How does this teacher build a relationship with his students?
What does this teacher do right/wrong?

11. How can I positively control my classes?
1. Do Not Take it Personally 2. Think Quickly and Act Slowly 3. Have Established Rules and Procedures 4. Condemn the Behaviour and Not the Student 5. Act as You Say You Will 6. Avoid Shouting and Physical Contact 7. Control Your Communication and Body Language 8. Act Within School and Departmental Policy 9. Plan and Structure the Lesson Content/Activities 10. Ensure Student Voice