1. Motivation and the role of the TA in managing behaviour
Fda Supporting Teaching & Learning
Unit:
Motivation and the role of the TA in managing behaviour

2. Session aims To be aware of theories of motivation
To examine the language of behaviour management
To consider the role of the TA in managing behaviour

3. Recap - Factors that influence behaviour
Positive atmosphere
Peer influence
Rewards / sanctions
Peer group
Effective parenting
Home circumstances
Traumatic experiences
Relationship & rapport
Consistency
Expectations / removing labels
Emotional development
Communication skills
Intelligence/common sense
Self motivation
Child’s needs & skills
Teacher/ TA approach
Positive classroom
External influences

4. 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?

5. Theories of motivation
Psychodynamic/Unconscious theories:
- Instinct theory
- Drive theory
Behaviourist theories:
- Psychological hedonism
- Arousal theory
Humanistic theories
- Maslow’s hierarchy of needs
Cognitive theories:
- Attribution
- Self efficacy
How do these influence behaviour management?

6. The Self-fulfilling prophecy The pupil picks up on the teacher’s/TA’s expectations of them and behaves according to these expectations

7. The language of behaviour management
Rogers (1997), Hook & Vass (2002), Rogers & McPherson (2008)
Tactical ignoring
Proximity
Non-verbal signal
Incidental language
Distraction / diversion
Rule Reminder
Simple direction
Restatement of a simple direction or rule
Reminder of a consequence expressed as a choice
Consequence applied
Exit from the class
Give actual examples for each of these approaches
Increase in intrusion

8. Body language for engaging and motivating
2 mins

9. What is the role of the TA?
What is your role in managing behaviour? How do you and the teacher establish expectations? What do you need to know before working with a child/group?

10. Setting expectations
Use clear specific statements of positive targets of what you want pupils to do
Describe the behaviour – what does it look like
Outline what you want and why
Not too many at once – work on key ones initially
Refer back to expectations repeatedly
Use a drip-feed approach
Match your phrasing to the age/attitude of the group
Model what you want- e.g. if you’ve asked for silence, don’t then talk over them.
Cowley (2010)

11. What do you need to know beforehand
Potential behaviour issues
Learning needs
Physical needs
Names of at least some children
……..but do not prejudge a class!

12. Establishing ground rules
15mins
3 mins

13. Managing behaviour tips
15 mins

14. How do we record and assess progress in behaviour?

15. Individual Behaviour Plan Longer term targets:
Date
Target(s)
Comment / Evidence
Actions
Autumn term
Spring term
Summer term

16. Individual Behaviour Plan Short term targets:
Date
Target
Comment / Evidence
Actions
How do you use IBPs in school?

17. Managing emotions
15 mins

18. How do you ensure that this partnership is effective?
Working with parents
How do you ensure that this partnership is effective?

19. Effective behaviour policies
What do we mean by effective?
Shared ownership with staff, pupils and parents
Continuous review
Be consistently applied (whole school approach)
Have clear rules & sanctions
Pre-empts problem behaviour rather than all reactive
Have an emphasis on positive
Be realistic in what it asks staff and children to achieve
Involve the children/students too

20. Which approaches does your school behaviour policy use?
Is it effective?

21. Plenary
Give one example of a motivational theory and how you could use it to manage behaviour in the classroom Identify one action that you could take to develop your practice further

22. 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