1. NCFE SUPPORTING TEACHING AND LEARNING LEVEL 3
LEARNING OUTCOMES
To identify at least 3 important aspects ways to promote positive behaviour
To identify the difference between high and low disruptive behaviour
To identify key causes of disruptive behaviour
To identify any strategies that may work with disruptive behaviour ( 3.1;background)
To explain the benefits of actively promoting positive aspects of behaviour (2.1)
To identify the key features of 2 school behaviour policies and procedures and identify two ways that they aim to promote children and young people’s positive behaviour ( 1.1)
To identify and explain the importance of ground rules and how these can be established with children and young people ( 2.2) ( 3.3;background)

2. What tasks can you complete in the task book ?
1.1 Summarise the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour
2.1 Explain the benefits of actively promoting positive aspects of behaviour
2.2 Demonstrate ways of establishing ground rules with children and young people which underpin appropriate behaviour and respect for others

3. Starter activity 1
Examine the pictures
What do they say about education ?
How might these views on education help us to understand disruptive behaviour in the classroom ?

4. Starter activity 2
“They won’t remember what you teach them of how you teach them but they will remember how you made them feel” ( Maya Angelou )
In pairs ,identify three characteristics of a positive, supportive teacher .. Someone that made you feel valued, included and well motivated.

5. Characteristics of an effective , positive teacher
Strict – be clear about boundaries and expectations before you start
Set clear, consistent, fair ground rules that are understood by all
Good sense of humour
Fun
Encouraging
Understandable – breakdown teaching in to manageable parts clear and concise
Understanding – knowing its ok to make mistakes
Good attitude
Kind (empathy)
Listener
Attentive
Adaptable
Approachable

6. True or false ?
1) In % of teachers considered quitting the profession over poor behaviour.
2) In a national survey, 30% of teachers stated that
pupils deliberately distracted them verbally to disrupt teaching and learning on a daily basis
( source Managing pupil behaviour .. Education support partnership)

7. Can you make a difference ?
The choices teachers make in responding to a pupils’ behaviour are crucial in influencing the subsequent choices pupils or students make about how they will behave.

8. Complete activity three and four
Identify the key aspects of low disruptive behaviour
Identify the key aspects of high disruptive behaviour
Activity four
Working in small groups, identify at least 5 possible causes of low disruptive behaviour and 5 possible causes of high disruptive behaviour

9. Linking this to school policies and procedures
Examine the two behaviour policies and procedures
Identify the behaviour classed as low level disruption and the behaviour classed as high level disruption
What is the approach to managing behaviour ?
Who is responsible for managing the behaviour ?

10. Is disruption low or high level ?
Low level disruption
Talking
Movement
Time
Pupil-pupil relations
Teacher- pupil relationships
Any others ?

11. High level disruption Challenges to authority Refusal to obey rules
Frequent verbal abuse
Any others ?

12. Key thoughts…………..
Managing behaviour is not just about responding to inappropriate behaviour. It is about creating conditions that encourage positive actions

13. Key aspects of a positive approach to behaviour management.
Know what you want and why.
Expect it
Model it
Plan for it
Recognise. Reinforce
Communicate it

14. Key aspects of a positive approach to behaviour management.
Have high expectations of the pupils and communicate these to them regularly
Offer positive feedback when they achieve something positive
( maybe in private.. I noticed that )

15. Why ?
Do we set ground rules/ expectations ?

16. How do we create ground rules ?
Teacher imposed or negotiated ?

17. Key aspects of a positive approach to behaviour management.
Create rules and express them positively
Highlight positive behaviour
Justify rules and rehearse them
Discuss and negotiate rules with the class
Put the agreed positive behaviour on the wall
Regularly review the rules together
Remind pupils of any relevant rules before a potentially disruptive activity
EXPLAIN IN ADVANCE THE EXPECTATIONS.

18. Why do we need to recognise positive behaviour ?

19. Examine the behaviour policies
In pairs, decide how each school actively promotes positive aspects of behaviour

20. Case studies Read the case studies.. How would you deal with these ?
Case study one. You have a very quiet learner in the class that refuses to work in a group and answer a question. She wears a coat in the class .. refusing to take it off.

21. Case study two
A child regularly brings in a toy that makes a noise into the classroom and regularly blows into it during the session. He refuses to give it up and when he is confronted about it saying that he needs to hold onto it. The teacher insists on the pupil giving the toy to her and grabs it from him in the class. This results in the pupil turning over tables and throwing water at the rest of the class for a period of at least 15 minutes. What do you do at the time and afterwards ?

22. Case study 3
A pupil refuses to obey the classroom rules, talks constantly and makes fun of some pupils in the class and when he is confronted about it swears at the teacher in front of the class and calls her a …………….
What do you do in this situation ?

23. Responding to silence

24. Pupils with attachment issues… an approach that I have seen work
Playfulness
Acceptance
Curiosity
Empathy
( Kim Goulding )