Transcript Relationships

Behaviour Management for Primary
NQTs
Session 2:
Setting appropriate expectations for
individuals and groups
Mark Holdaway
Associate Trainer
(Brighton & Hove Pupil Referral Unit)
Aims of the session
We will explore:
• How expectations about behaviour are set for
individuals and groups and the associated issues
• Using expectations in the classroom
• A solution-focused strategy for developing expectations
• How to change and develop expectations for the
individual and the class
• Creating a positive learning environment (physical and
emotional)
and will continue to build on:
• A proactive checklist for positive behaviour
management
Why are expectations important?
• Children and adults need to know what is expected of
them if they are to be successful (boundaries, routine,
consistency and understanding)
• Clarifying expectations helps to create a positive
atmosphere by emphasising what is wanted and valued
• Stating specific expectations offers a framework for
explicitly identifying the behaviours you need to teach so
that all children have the opportunity to succeed (black &
white, avoid grey; always state the obvious)
How do you set expectations?
Expectations are set
Teacher
Children
Children’s response
impacts on teacher
How do you react to children who do not respond to this?
How do other staff view this?
A solution-focused strategy for developing
expectations in my classroom
0
I feel I have not helped children
understand my expectations
about their behaviour for learning
at all
10
I feel I have helped children
understand my expectations about
their behaviour for learning very
successfully
What have you done to allow the children to
understand your expectations?
How could you move them onto the next point?
Is that good enough?
Setting and changing expectations
• Explicit description of the behaviour you
require
• Clarity: use precise language
• Involvement of children
• Involve support from colleagues as necessary
(do you feel comfortable doing this?)
Reviewing expectations
• Consider how you will monitor the success of
your expectations
• How frequently will you review what is
happening in the classroom?
• How will you involve the children and others?
• How will you celebrate success?
• How will you deal with any revisions?
Classroom organisation for positive behaviour:
emotional
Children need to feel:
• safe
• welcome
• valued
• supported
• motivated
Practically, what does this look like?
We have considered:
• Setting and reviewing expectations for a teaching session
• Why we need expectations
• How to set effective expectations
• The use of rating scales as a solution-focused tool for
promoting change
• How to change or refine expectations
• The advantages of specific classroom layouts
• The relationship between the emotional environment and
the achievement of high expectations
Relationships
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You need to have a positive relationship
Relationships develop naturally
They can be positive or negative
Maintenance may come naturally
May need to be planned
Relationships take time
Involve others – staff, parents/carers, etc
Keep a healthy ‘bank balance’
Tips on using praise
• Aim for a ratio of 8:1
• Start the lesson by praising specific things
from last session
• Be genuine
• Make praise specific – relate to the 5 Rs
• Choose carefully when to give it
• Praise what matters to children as well as
what matters to you
cont...
Tips on using praise (cont…)
• Keep going even if children don’t acknowledge
your praise – it works on the inside
• Don’t ‘qualify’ praise
• Acknowledge any effort the child has made –
praise is a consequence of that effort
• See the child individually and tell them what
you observed
• A quick positive note or phone call home can
work wonders
I don’t like this child!
What separates them out in terms of:
• their behaviour towards you
• their behaviour towards peers
• their attention span
• their academic success
• how they feel about themselves
• their support from home
• their ability to do what they promised?
Our own feelings
• Annoyed
• Angry, provoked
• Hurt
• Defeated, discouraged
In this session we have:
• considered the importance of positive
relationships
• shared ideas for building positive relationships
• considered why and how to use praise
• discussed why it is more difficult to build and
maintain positive relationships with some children
than with others
• discussed why ‘labelling’ children happens and
how it can perpetuate negative behaviour
• applied solution-focused strategies to a
classroom issue