1. Behaviour for Learning
children are capable of controlling their own behavior and want to do so
Children’s behavior is influenced by external factors, in a similar was hat management or autocratic proponents believe behavior is shaped by environmental consequences (although not ideally through contingencies of reward & punishment).
The two forces – internal and external, are constantly interacting
Teachers adopting a leadership style of behavior management attempt to help children better understand their behavior and support them in the process of achieving more socially acceptable behavior

2. Classroom Management – Phases Bill Rogers
Establishment Phase – crucial to think and plan preventatively to minimize unnecessary problems
Routines - Teach routines, rules & positive behavior (and model these yourself)
Rules - Enforce ‘fair’ rules
Rewards - Encourage & support positive behaviors
Relationships - Engage and begin to build positive working relationships
with individuals/groups

3. Bill Rogers’ 3 Steps of Decisive Discipline
Preventive Action
Clear discipline plan
Clear classroom rules
Clear expectations
Interesting lessons
Cater for individuals
Appropriate seating
Identify & meet student needs
Corrective Action
Tactical ignoring
Simple directions
Positive reinforcement
Question & feedback
Rule reminders
Blocking
Simple choice
Supportive Action
Follow-up
Re-stablish working relationships
Problem-solving
Contracting with students
Mediation

4. Developing Behaviour Plan
CONSEQUENCES
Fair, reasonable & relate to rights and responsibilities
RULES
Give formal protection to rights
RIGHTS ROUTINES
Emphasize what we value Help develop good habits to support responsibilities
as individuals and as a group
RESPONSIBILITIES
Personal control of your thoughts and actions that support the rights
SUPPORT
Individuals skills
Repair & rebuild

5. The Language of Discipline positive corrective language
Example:
Two students are talking while the teacher is giving instructions
‘Lucas, Mark. Stop talking’
‘Lucas… why are you talking?’
‘Lucas, Mark, you’re talking’
(This ‘description of reality’ is often enough to raise behavior awareness and invite co-operation. Sometimes we might need to add a brief behavioural direction….)
‘Facing this way and listening now. Thank you’
Positive language is so simple but packs a punch.
I’d like everyone listening, please
John, I’d like you facing this way and getting on with your work…. thanks

6. In Bill Roger’s model, the black dot represents the negative, disruptive behavior of certain individuals or the class as a whole; the white square represents the positive behavior of the majority or the normally good behavior of an individual. By focusing on the black dot, we often do not see the white square.

7. Example of classroom management strategies
STEP
Tactical ignoring (low level)
Non-verbal message
Casual statement
Diffusion
Simple direction (reminder)
Question & feedback
STRATEGIES
Reinforce on-task behavior
Look past disruptor
Eye contact, shaking head, pointing, etc
Close proximity to child
How are you going?
Any problems?
Use of humour
Use student’s name
Use excuse me, please, thank you
Eye contact, firm
What are you doing? What should you be doing
Non-threatening
How’s it going?

8. Example of classroom management strategies
STEP
Rule restatement/reminder
Take a pupil aside (quiet discussion)
Deflection
Clear desist or command
Blocking
STRATEGIES
Quietly remind of established rule
Brief and clear
Call over quietly
Brief discussion
Student needs to know what should be done when they return
Teacher acknowledges child frustrated/angry but refers back to appropriate behavior
Explain that behavior is unacceptable and direct them to resume task
Reassert a fair direction using the same form of words – repetitively
Broken record