1. Leading on Effective Behaviour Management

2. Objectives 1.Leading the macro to the micro in behaviour management 2.Considering examples of School Behaviour Management Policies 3.Considering examples of Behaviour Management Plans for teachers 4.Considering examples of personal behaviour strategies 5.Providing CPD in behaviour management 6.The importance of data 7.The 5 R’s 8.Understanding why children misbehave 9.Looking at four examples of factors that influence positive behaviour Leading on Effective Behaviour Management2

3. Do we do enough? “Behaviour can be an area where we expect so much and teach so little.” Galvin, Miller and Nash, 1999 Leading on Effective Behaviour Management3

4. Leading from the macro to the micro in behaviour management Leading on Effective Behaviour Management4

5. All three elements are important. Leading on Effective Behaviour Management5

6. Q3. What does a typical Teacher’s Behaviour Plan include? Do you have a whole-school behaviour policy? Does everyone know what it is? Who leads on this? Leading on Effective Behaviour Management6

7. Q2. What does a typical Teacher’s Behaviour Plan include? Are teachers required or encouraged to have their own Behaviour Plan? Do you or someone else in the school review these? Leading on Effective Behaviour Management7

8. Q3. What kind of personal behaviour strategies do teachers use? Can you highlight some strategies that you have seen and that work? What makes some teachers have lots of problems and others have very few? What do you observe in effective classrooms? Leading on Effective Behaviour Management8

9. Q4. How do teachers learn to develop their personal behaviour strategies? What is the behaviour management CPD that the school offers to teachers? Leading on Effective Behaviour Management9

10. Q5. Data Do you collect data to establish patterns of behaviour so that the school can proactively deal with this? If so how do you collect it? Do you use the data measure how behaviour is in the school aa whole and in individual lessons? Leading on Effective Behaviour Management10

11. The 5 R’s - Rights, Rules, Routines, Responsibilities and Relationships Leading on Effective Behaviour Management11 We've all heard this about students: "If they are engaged, they are managed." And this is absolutely the truth. But we still need rights, rules, routines and responsibilities to make a classroom run smoothly and effectively. And …. Relationships : The 5th R The overarching fifth R, namely that of relationships, is crucial to the successful implementation of any activity within the classroom.

12. The 5 R’s Leading on Effective Behaviour Management12

13. Q6. What elements would you include within the 5 R’s? Leading on Effective Behaviour Management13 Are teachers clear about the 5 R’s? Are students clear about the 5 R’s? Are the 5 R’s integrated into the effective school behaviour system?

14. Understanding why children misbehave AAAP Leading on Effective Behaviour Management14 Alfred Adler and Rudolf Dreukers suggested that misbehaviours stem from four main goals: Avoidance of failure (feeling inadequate) Attention seeking Anger or revenge Power or control A voidance A ttention A nger P ower

15. Finding the correct goal Leading on Effective Behaviour Management15 Trying to establish which of the four causes are relevant can be difficult. Also: It is unlikely that the pupil will be driven by one cause. In many cases there are a combination of these four causal factors at work. A voidance A ttention A nger P ower

16. Traits of an Avoidance of failure (feeling inadequate) individual Leading on Effective Behaviour Management16 Loner Does ‘stupid’ things apparently on purpose Feels inferior Gives up easily Rarely particiapates Does not attempt anything new (however exciting) Doesn’t try Morose, lethargic, apathetic In other words - low self-esteem

17. Traits of an Attention seeking individual Leading on Effective Behaviour Management17 Nuisance Showing off Class clown Tendency to be lazy Pesters, whines, noisy, interrupting

18. Traits of an Anger or revenge taking individual Leading on Effective Behaviour Management18 Deliberately hurt people (physically/emotionally) Defiant, sullen Have a negative attitude Steals, sore loser Calls names / swears

19. Traits of a Power (or controlling) individual Leading on Effective Behaviour Management19 Do little or no work Stubborn, defiant, disobedient Argue Do the opposite of what they are being told to do Uncooperative

20. Discrimination is important here Leading on Effective Behaviour Management20 It is important to try to discriminate between the four causes when dealing with behaviour because each one has a different approach to managing it. Get it wrong and your intervention will either prove ineffective or may even make the situation worse. A voidance A ttention A nger P ower

21. Q7. What actions would you take? Leading on Effective Behaviour Management21 Think now how you might deal with students who display: Avoidance Attention Anger Power

22. Four examples of factors that influence positive behaviour Leading on Effective Behaviour Management22 Using learning styles in lessons Using praise Awareness of the sequencing of lessons Using a rating scale

23. Learning Styles Leading on Effective Behaviour Management23 Based on Bernice McCarthy’s model IFWHY WHATHOW

24. “WHY” learners Leading on Effective Behaviour Management24 “WHY” learners seek meaning. They need to be involved. They learn by: Listening Speaking Interacting Brainstorming

25. “WHAT” learners Leading on Effective Behaviour Management25 “WHAT” learners seek facts. They need to know what experts think. They learn by: Observing Analysing Classifying Theorising

26. “HOW” learners Leading on Effective Behaviour Management26 “HOW” learners seek usability. They need to know how things work. They learn by: Experimenting Manipulating Improving Tinkering

27. “IF” learners Leading on Effective Behaviour Management27 “IF” learners seek hidden possibility. They need to discover other ways of doing things. They learn by: Modifying Adapting Risking Creating

28. Q8. The use of the 4 learning styles in your school Leading on Effective Behaviour Management28 Do you see teachers catering for each of the 4 learning styles of WHY, WHAT, HOW and IF in the lessons in your school? IFWHY WHATHOW

29. 10 tips on using praise Leading on Effective Behaviour Management29 1.Aim for a ratio of 8:1 2.Start the lesson by praising specific things from last session 3.Be genuine 4.Make praise specific – relate to the 5 Rs 5.Choose carefully when to give it 6.Praise what matters to children as well as what matters to you

30. 10 tips on using praise Leading on Effective Behaviour Management30 6.Keep going even if children do not acknowledge your praise – it works on the inside 7.Don ’ t ‘ qualify ’ praise 8.Acknowledge any effort the child has made – praise is a consequence of that effort 9.See the child individually and tell them what you observed 10.A quick positive note or phone call home can work wonders

31. Sequencing lessons Leading on Effective Behaviour Management31

32. A solution-focused strategy for developing expectations in the classroom Leading on Effective Behaviour Management32

34. Summary on Leading on Effective Behaviour Management Leading on Effective Behaviour Management34 We have covered: 1.Leading the macro to the micro in behaviour management 2.Considering examples of School Behaviour Management Policies 3.Considering examples of Behaviour Management Plans for teachers 4.Considering examples of personal behaviour strategies 5.Providing CPD in behaviour management 6.The importance of data 7.The 5 R’s 8.Understanding why children misbehave 9.Looking at four examples of factors that influence positive behaviour

35. Plenary Leading on Effective Behaviour Management35 What action will you now take based on what you have learnt in this unit?