Transcript Behaviour - PrimaryBlogger

BEHAVIOUR
“I saw the angel in the marble and carved
until I set him free”
Michelangelo
OFSTED Stats
OFSTED Stats
Lancashire
behaviour
dropped by
nearly 0.5%
despite the
National
increase
Objectives
• To gather an understanding of why pupils misbehave and
develop strategies to combat these issues
Brief overview
• Why do pupils misbehave?
• Using the bubbles can you list some reasons why pupils
misbehave?
Example
Activity
Expand
• In your groups can you list the behaviour issues you feel
occur as a result of these situations
• For example… Activity is not challenging enough
Diet…
Activity
HOME
Classroom
Not
challenging
enough
Pupils argue
with each other
act up when
certain people
are around
Group
Dynamic
YOU!
You have
had a bad
day
Share good behaviour
• What have you seen this year that exhibits good
behaviour and why?
Strategies
• So what does good behaviour look like and how do you
encourage it?
• For example: Practical Strategy: Turn negatives into positives (avoid
questions, confrontations and manage conflict)
“Why aren’t you working?”
Billy, I was really impressed with your homework
last week. I’d like you to focus on what you are
doing as I’m sure you can reproduce that
standard in lesson time.
“Will you stop talking?”
Fred, I spoke to your Mum last week and mentioned
how pleased I was with your improved attitude in class,
now don’t let me down by chatting.
On your desk
• Using the literature provided (99 Ways or 10 Strategies):
• Can you highlight what you already use and discuss why they are
successful for you.
• Highlight at least 5 you don’t use and see if they could be used to
help combat the behaviour issues raised on the branches you have
created. In a different colour apply them to the branch
• You can use more than 5 if you like 
Expand
• What can help combat the issues…
• For example… Activity is not challenging enough use
differentiation
Activity
Not
challenging
enough
26. Differentiate in
lesson – bored
students mess
around
Motivation
• One key to behaviour is motivating the pupils, this can be
done in a number of ways.
Activity
• Give yourself a score out of 7 for what good motivators
don’t do. 1 for each that you HAVEN’T done in class.
• Give yourself a score out of 5 for what good motivators
do. 1 for each that you HAVE done.
Motivation can help…
What good motivators don’t do
1. They don’t bore students with
endless talking/instructions
2. They don’t confuse their students.
3. They don’t vacillate. (let mood affect
how they treat them.)
4. They don’t frustrate their students.
5. They don’t intimidate their students.
6. They do not punish their students
for failures or shortcomings.
7. They don’t use sarcasm, or put
people down.
What good motivators do
1. Use novelty, mystery, puzzlement,
and excitement to energise their
lessons.
2. Use colour, sound, movement, and
student activity to attract and
hold attention.
3. Assign individual and group projects
as a means of adding sense of
purpose to what is being
learned.
4. State clear, reasonable expectations
and requirements to avoid
confusion and enlist student
cooperation.
5. Challenge and set high expectations
Any examples?
Motivation
• So hopefully you have seen that
you can all be good motivators in
your lessons, so there is no
reason why you can’t do this most
of the time. Just try to avoid what
good motivators don’t do.
Controlling Behaviour Through
Engagement
Allocate group roles OR regular class
roles
• See handouts in front of you
6 for 1 Activity?
Did we:
Link to subject?
Think, solve a problem, make decisions, evaluate?
Work alone and together?
Write, talk?
Include all learners, challenge thinking?
And were we Engaged? Enthused? Motivated?
Inspired to finish that painting job?
Mark out a flip
chart page as
shown and
make sure
everyone can
write on it at
the same time.
(one edge
space for each
person in the
group)
INDIVIDUALLY,
in your own space,
write answers to
these 2 prompts:
1. Effective ways
(activities etc.) in
which I/we already
engage our pupils
2. Challenges we face
engaging our pupils
Do not share yet.
7 minutes
*Sweep = ring-fenced time for
speaker: no interruptions,
questions, comments or
challenges. However, make notes
if you want to here:
IN TURN,
sweep* round the
group, sharing
with each other.
If there’s time left
over, begin to
discuss what
you’ve shared.
20 minutes
TOGETHER,
in the centre,
summarise:
1. The
characteristics
of activities that
engage your
pupils
2. Challenges
10 minutes
5x5 starters
Which is better,
An adjective
A full stop
An ellipsis
A comma
A verb
or
An exclamation
mark
An adverb
A question mark
A preposition
A semi-colon
E-Safety - Why is this boy here? what could have happened and what
is he thinking? Think about the bigger picture!
Pair and Share
• With the person next to you, share your ideas and come
up with a NEW statement that is better than both your
ideas.
• Write this down as you will need it for the end of the
lesson.
Controlling behaviour using ICT
• Link
Some simple things to remember…
• Be in charge, This is not a discussion, or open to debate (if they
•
•
•
•
•
•
•
•
•
•
•
answer back)
Establish the ground rules early and do not sway from them.
Deal with low level behaviour before it gets big.
Always follow through with your actions and ensure consequence.
Accept responsibility. It is easy to place a student on stage 3-5 if you
really want to.
Do not apologise for an instruction, or say please, say thank you!
Be positive and praise positive behaviour, this will motivate them!
Be specific and clear.
Try to establish common ground or a best for both scenario,
rationalise the situation!
Manage the start and the end of the lesson.
Give pupils a positive perception of you and be consistent.
Talk 1 to 1 away from their friends to avoid conflict or acting up.
Extension Tasks
• Can we solve the following problems using what we have
seen or discussed today.
Activity 1
Do you have an incident or a situation they feel they dealt
with very effectively?
Do you have an incident or a situation they feel they did not
deal with effectively?
Activity 2
Students in a class are repeatedly talking when the class
teacher is talking.
What do you do to eliminate this?
Activity 3
A pupil takes a long time to get on with his/her work
each lesson.
What do you do?
Activity 4
A student does not do as you ask.
What is your response?
Activity 5
A student has not produced homework on two
successive occasions.
What action do you take?
Activity 6
You are taking a new class for the first time.
What are you going to do to ensure this and future
lessons are successful?
Activity 7
You are taking a cover lesson.
What are you going to do to ensure you establish a
positive learning environment?
Activity 8
You are taking a lesson where you have had trouble
before with a particular student.
What can you do to avoid a repeat situation?
Activity 9
A class enter the classroom in a boisterous manner.
What do you do?
Useful Link
• http://www.youtube.com/results?search_query=sue+cowl
ey+&oq=sue+cowley+&aq=f&aqi=&aql=&gs_sm=3&gs_u
pl=8730820l8734096l0l8735462l15l10l0l0l0l0l0l0ll0l0
• Leading Author Sue Cowley runs through some easy to
understand strategies for behaviour management.
And Remember…
Sometimes nothing works so
don’t beat yourself up about
it!