1. Strategies for Managing Low Level Disruption in the Classroom
Tuesday 22nd June 2010
Jacqui McCarron, NBSS

2. Overview of the Session
Planning for good behaviour
Strategies for managing low level disruption
Skills for de-escalation
To be vc
Jacqui McCarron, NBSS

3. NBSS Support
Jacqui McCarron, NBSS

4. Low Level
“ While many of the incidents of disruption may not appear in themselves to be of undue seriousness, taken cumulatively and on a recurring basis, they undermine the climate for teaching and learning in ways that are corrosive for the school community.”
School Matters 2006 p52
School matters pg 52
Jacqui McCarron, NBSS

5. 5 mins Group- discuss what you have found helpful-optional feedback: What helpful and challenges
Jacqui McCarron, NBSS

6. Motivational Talk
Talking to students and colleagues about what you want and would like to see happening - not what you don't want
SOLUTION FOCUSED-DO NOT DWELL ON PAST
Jacqui McCarron, NBSS

7. Bill Rogers Skills Tactical ignoring Proximity Tactical pausing
Non-verbal cueing
‘Take up time’
Behavioural direction
Rule reminder
Prefacing
Distraction/ diversion
Direct questions
Use “what”, “when”, “how” or “where?”
Avoid “why?” or “are you”?
Direct and deferred choices
Blocking – partial agreement and refocusing
Assertive comment- direction – command
Pick one or two- would you like a revision on any of them--MARY
Jacqui McCarron, NBSS

8. Keeping it Positive
An emphasis on positive rather than negative statements
Regular and sustained use of encouragement and rewards
Teaching students the social skills they need to be successful
Re-directing the students towards success, rather than highlighting their mistakes
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
Jacqui McCarron, NBSS

9. Battle zone or Learning zone
Role play Mary
Tim O’Brien 1998
Jacqui McCarron, NBSS

10. Cycle of Acting Out Behaviour
Calm
Trigger
Agitation
Acceleration
Peak
De-escalation
Recovery 5 4 6 3
Emphasise the steps-aim to stop and return to baseline J
Student behaviour
Unresolved conflicts with others
Breakdown in routines
Pressures from tasks and deadlines
Continued errors
Failure to face consequences for behaviour
Structured modifications
Quiet time
Break down work
Hurdle help
Schedule modification
Language of choice
Debrief student
Provocative behaviours- (argues and questions)
Verbal abuse
Intimidation
Defiance
Escape
Give choice and disengage
Pre planned strategies
Correction
Crisis prevention
Defuse, by stating that they are approaching bottom line
Withdraw from student
Debrief, if they make the appropriate choice
Removal from room
Engage or Enrage
Intervention 2 7 1
Baseline behaviour
Jacqui McCarron, NBSS

11. Danger Signs! You are in an escalating situation if:
Answering pointless questions
Beginning to argue
Trying to persuade
Justifying your requests
Explaining things over and over
Changing your voice
Changing your requirements
Making exceptions
Jacqui McCarron, NBSS

12. Escape Give an initiating command/choice
Thank student before it is done
Walk away
This will:
Show the class who is in charge
Eliminate/reduce argument
Cause minimal damage to relationship with student
Not entertain the class
Give more time to other students
Jacqui McCarron, NBSS