1. 8 PRINCIPLES FOR PROMOTING POSITIVE BEHAVIOUR IN THE CLASSROOM
SDPI SUMMER SCHOOL
JUNE 22ND 2010
MARY BLACK, NBSS

2. What is Disruptive Behaviour? _________________________
“ a school’s intrinsic role is to provide teaching and promote learning for it’s student body. Consequently, any event or incident that frustrates this process can be characterised as disruptive behaviour.”
School Matters 2006

3. The Nature of Disruption ________________________
Non-stop talking
Coming late to class
Failure to bring materials
Challenging authority
Ignoring the teacher
Refusal to follow instruction
Inappropriate language
Making noise
Rummaging in bags
Taunting others
Slagging
Eating and chewing gum
Cyber bullying
School matters chapter 5

4. What is the Impact?
Behaviour leading teaching and choice of methodology
Lack of connection to the central function of learning
Reactive instead of proactive
Well behaved students are disengaging
Teacher stress and loss
Teacher isolation and deskilling
Student life choices and opportunities are compromised

5. NBSS Support

6. “Effective teachers influence and manage the choices children make about their behaviour” ( Hook and Vass,2004)

7. What is a Positive Approach? _____________________________
An emphasis on positive statements
Teaching students the social skills they need to be successful
Re-directing the students towards desired behaviour
A reward system in place
Shift of focus – say what you want to happen ( not what you don’t)
Praise = encouragement – not empty praise
Praise even small improvements – catch them being good
Consistency

8. “Where good behaviour is reinforced and acknowledged, it is more likely that it will become internalised. Public acknowledgement of positive student behaviour also helps to promote a sense of community within a school.”
“School Matters: The report of the Task Force on Student Behaviour in Second Level Schools” (2006) p.75

9. “Whatever incentives teachers use it is essential that our characteristic teaching practice includes the principles of supportive and descriptive feedback and encouragement to our students regarding their effort, their goodwill, their contribution, and their thoughtful and cooperative behaviour; even if they are supposed to be doing that anyway! Like us, students benefit from – and even look for – acknowledgement and affirmation ”
“Class Room Behaviour” – Rogers, B.(2000)

10. Routines
Consistency
Predictability – Students like to know the routine and the consequences
“The outstanding teacher communicates high expectations and then teaches procedures to facilitate them.” ( 2002)
Routines and procedures around :
Entry to class
Registration
Asking permission
Organisation of equipment
Change of activity
Signals for gaining attention
Exit
Whole school approach – no weak links – everybody singing from the same hymn sheet. Demonstrates a united front to students. By having clearly defined routines and procedures students are left in no doubt about teacher expectations – less likely to give it a go – Fred Jones suggest that by investing the time at beginning of year pays off. By practising the routine makes the routine become routine.

11. Planning for Positive Interventions ____________________________
8 Core Principles
The following principles are taken from the work of Peter Hook and Andy Vass
Think of how you already apply these at a practical level on a day to day basis in your classroom
The principles assist us in being more consistent in our interactions with the students and when we move away from them, they help us re-connect and repair the relationship.

13. 8 Principles ______________________
Plan for good behaviour
Prevention strategies
Curriculum – organisation – inter personal
Separate the inappropriate behaviour from the student
Differentiation – content/methodologies
Beginning of year/class – materials/pens
Relationships
Least intrusive intervention
Give language of separation- externalise poor behaviour BUT personalise good behaviour
Watch for good behaviour
Connect with the student and make them the expert – prevent awfulisation
What they do is not who they are
Labelling as “bad” confirms low self image
Self fulfilling prophecy
Need hope to change the behaviour
Connect appropriate behaviour with the student

14. 8 Principles _______________________
3. Use the language of choice
4. Focus on primary behaviours
5. Actively build trust and support
Watch using maybe but!
Pg in handbook is essential here
Two good choices - empowers the student – emphasises personal accountability – reduces conflict and tension – emotionally consistent with human needs
Link language of choice tightly to consequences
Give choices about the behaviour within rules
Influence them to make the choice
Apply the consequences (rewards / sanctions)
Use “…instead of…” when talking about behaviour
“I would like it if you would concentrate on your work instead of talking.”
Primary is the issue
Secondary is a diversion – verbal and non-verbal
“Maybe… and….” This validates and redirects the students
Set boundaries
Be consistent
Keep promises
Be sensitive to individuals
Pay attention to individuals

15. 8 Principles _____________________
6. Model the behaviour that you wish to see
7. Follow up on issues that count
8. Re-connect and repair the relationship
Walk the talk – calm? Organised?
Tactical ignoring/pause
Keep simple
Don’t always have to stop class
Gentle humour when appropriate
Model the behaviour that you wish to see
The teacher’s behaviour is the most influential in the room
Social learning model of behaviour management
Being a normal human is a powerful model
“Mistakes are choices that did not work.”
7. Follow up on issues that count
Avoid “ manic vigilance”
Make choices about what you can ignore
What’s the best moment to deal with this?
What’s the least intrusive skill that gets things on track?
8. Re-connect and repair the relationship
Re-connect before they leave the room
Verbal or non-verbal is fine
Simple skills

16. Battle Zone or Learning Zone
Tim O’Brien 1998

17. Initiating Statements
Initiating statements teach good behaviour by naming what you want from the student
“Pauline, face forward and listen. Thank you.”
“John, I want you to lower your voice so we can talk. Thank you”

18. When things escalate…
Remember… You are in an escalating situation when you are:
- Answering pointless questions
- Starting to argue
- Trying to persuade
- Justifying your requests
- Explaining things over and over
- Using an aggressive tone of voice
- Changing your requirements
- Making exceptions
- Completing the work for them

19. Some useful strategies…

20. Flip the Script
“David, let me see if I understand what you are saying…
Number one…
Two…
Three…
Is that right?
I cant do anything about that now but…”

21. Alpha Commands
Give specific instructions with no more than 2 directions
“David, I want you to face forward and start question one.”
Give clear and direct instructions.
Allow take-up time

22. Broken Record Technique
Keep repeating the same message in a calm voice
Identify the goal and make a clear statement.
Pepper the broken record technique with empathy!
“I know that you are frustrated but I need you to calm down before we can talk.”

23. “The most important motivator is the teacher and his/her belief in the child” Rogers, (2000)

24. Thank You!