Transcript Sue Pennington - Positive behaviour management

Positive Behaviour
Management.
Creating a calm classroom.
Set your stall out.
• Easier to get easier
• Expectations
• Standards
• Rules - Rituals
• Model behaviour
•It is the choices
we make not the
chances we take
that determine
our destiny.
Be prepared!
• Your classroom – battleground or calm oasis?
• Battleground = not enough sheets, no pens, no
paper, wrong book, I.T. disaster, noise, NOISE
AND YET MORE NOISE!!!!!!! .............HELP!
• Calm oasis = preparation, preparation,
preparation.
Be proactive not reactive.
•
•
•
•
•
•
•
Sir, he’s pinched my pen!
Miss, she’s sitting in my seat.
Sir, sir,sir,sir,sir,SIR,SIR,SIR!!!!!!!!!!!!!!!!!!!!!!!!!
Pen tapping
Wandering about
Whispering
Etc. Etc. Etc.
Know your own triggers.
• RED – STOP
• AMBER – THINK
• GREEN – GO!
• Don’t overreact- RAG
• Prepare for low level disruption use diversion, allow time for compliance.
• REMEMBER SEAL – social and emotional
aspects of learning.
• Motivation
What’s in it for me?
• Self awareness
I think therefore I am!
• Social skills
We’re in this together.
• Empathy
Shared understanding
• Managing feelings
Emotional literacy.
Secondary SEAL
• Introduction – Year 7 • THEME 1 – learning to be
together (social skills and
• A place to learn empathy)
transition unit links to
• THEME 2 – keep on
Changes in Primary
learning (motivation)
SEAL
• THEME 3 – learning about
me (managing feelings)
• Anti-bullying resource.
RELATIONSHIPS
Shared understanding
• The 4 R’s
• Rights
• Responsibilities
• Routines
• Rituals
of positive behaviour
Behaviour 4 Learning
• Relationship with themselves – feelings
about self and confidence as a learner
• Relationship with others – social and
academic interaction with others
• Relationship with the curriculum – how
accessible a lesson is and how we learn.
Low level disruption.
• Visual cues – raise eyebrow, sideways glance
• Proximity – stand near pupil whilst engaging rest of
class
• Notice those ‘being good’ – Well done, John you are
getting on with the work.
•
• Use ‘Thank you’ not ‘Please’ – assumes compliance
• Refocus – “Steven, what should you be doing now?”
Positive T&L
• Model what you
want to happen
• Plan well and share
aims
• Teach (and learn)
listening skills
• Vary the activities
• Know the preferred
learning styles
Be positive
•
•
•
•
•
•
•
POSITIVE
POSITIVE
POSITIVE
POSITIVE
POSITIVE
POSITIVE
POSITIVE
•
NEGATIVE
• MINIUMUM AIM 4
POSITIVE
STATEMENTS FOR
EVERY NEGATIVE
• MODEL GOOD
BEHAVIOUR
YOURSELF
Clarity,clarity,clarity,
clarity,clarity,
• Routines and
rituals
• Rituals and
routines
•
•
•
•
•
•
•
Meet and greet
Classroom expectations
Praise
Praise
Consistency
Model good practice
Target setting and target
getting.
Be firm but fair
• Classroom expectations
• Consistency
• Confidence
• Clarity
• Care
Lower your blood pressure!
Body language
Facial expression
• Lean don’t lunge.
• Smile not smirk
• Arms folded – closed
• Arms relaxed – open.
• The eyes have it!
• Shoulders hunched – closed.
• Shoulders back – open.
• Remain mobile.
• A glance not a glare.
• Mirror talk – practise.
• Scan the room frequently.
SHOUTING !!!!
Be real – be interesting.
• What’s it got to do
with me?
• Why are you
teaching this
lesson?
• How is this going to
help me?
• Know the
answer to
these
questions.
Be calm, be calm, be calm, be calm
• Non-verbal signals – to support good
behaviour.
• Non-verbal signals to correct poor
behaviour.
• Language of choice.
• I messages – need not want.
• Consistent, consistent, consistent.....
Reducing conflict
De-escalation
•
•
•
•
•
•
•
•
•
Label the behaviour not the child
Avoid threatening gestures and
body language
Give the child a choice, but not an
ultimatum
Avoid dealing with the conflict in
front of an audience
Stay calm (at least on the outside)
but don’t try to soothe the child as
this can make them even more
angry
Give the child time to comply
Explain clearly what you want
Show empathy
Use humour to defuse the situation
Escalation
• Threaten the child
• View the conflict as a contest
• Handle in front of an audience
• Use threatening gestures and
body language
• Give the child no room for
manoeuvre
• Raise your voice and sound
angry
• Deliver unrealistic ultimatums
that cannot be implemented
Underlying principles
• Positive relationships with pupils are the key to positive
behaviour
• Positive recognition of appropriate behaviour promotes
positive responses
• The choices teachers make in responding to pupil’s
behaviour are crucial in influencing the choices pupils
make about their own behaviour
• It is helpful to use the language of consequences with
pupils
• We need to draw on each other’s experience
10 Top Tips
1. Be confident.
6. Be prepared.
2. Be consistent.
7. Be positive.
3. Be calm.
8. Be proactive.
4. Be clear.
9. Be present.
5. Be caring.
10. Be FAIR.
Sue Pennington
• Behaviour and Attendance Consultant.
• [email protected]
• mobile no. 07702652486
• Woodsend Centre Lydney Rd. Flixton
M41 8RN.