Difficult Student Behaviour and Savvy Ways to deal with it A warm welcome!

“Today is dedicated to a group of exceptional individuals who strive to make a difference for kids and educators. You understand the right kinds of messages all kinds of people in schools need to hear. You understand the essence of academic, social and emotional competence, and how it connects young people to peers, to learning, to school, to dreams and healthy futures.”

Tough to escape the past?

Students who are punished often have revenge fantasies that interrupt true remorse for what they have done. They are not given the opportunity to make amends. Punishment clears the ledger and allows re-offending in the future without attendant feelings of guilt.”

Ian Lillico, 2004

1947 style

http://www.youtube.com/watch?v=oMYmaZm74k4

Tough to escape the past?

You’ve got a

PENAL

“The detention system just doesn’t work”

“Teachers have barely changed teaching methods over the past

200 years ... we have a long history of innovation but it rarely touches but a chosen few.”

Hattie, Visible Learning (2009), p 254

“Our biggest challenge is to change the notion of what a teacher is. The education of our children is demanding a new teaching culture. One that necessitates a very different way of interacting and respecting students.”

Hattie, Visible Learning (2009)

HIGH

Firm

&

Fair

Structures/limits/boundaries Confronting over expectations Ensuring responsibility is taken needs of the ‘rest of the kids’ Safety and security LOW HIGH How much we nurture and support consider needs of individual students Flexibility around expectations relational harmony LOW

How do kids see teachers

?

HIGH LOW

TO

Punitive

authoritarian stigmatising

FIRM & FLEXIBLE

WITH

Restorative

authoritative reintegrative collaborative Responsibility taking

NOT

Neglectful

FOR

Permissive

indifferent passive resigned Rescuing/protecting excusing reasoning Support / Nurturance / Flexibility

FAIR

HIGH Adapted by Blood 2004 from Wachtel, T (1999), Glaser, 1969

The 4 goals of misbehaviour

Alfred Adler Rudolph Driekurs

A reflective question:

Why do some kids choose the other road?

The 4 goals of misbehaviour

Adler’s basic premises

1. Man is a social being and his main desire is to belong 2. All behavior is purposive. One cannot understand behavior of another person unless one knows to which goal it is directed, and it is always directed towards finding one's place 3. Man is a decision-making organism 4. Man does not see reality as it is, but only as he perceives it, and his perception may be mistaken or biased

The 4 goals of misbehaviour attention

‘I must keep you busy with me.’

power/ control

‘I have to be the boss’

revenge

‘I’ll show you how it feels’

displays of inadequacy

‘Never have. Never can. Never will’

Students who seek attention

Responses around the Four Goals of Misbehaviour

Students who seek power/ control

Responses around the Four Goals of Misbehaviour

Students who seek revenge

Responses around the Four Goals of Misbehaviour

Students who display inadequacy

Responses around the Four Goals of Misbehaviour

ABC analysis

(about reducing disruptive behaviour ) “She’s an attention seeker”

A useful Behavioural Functional Assessment model http://cecp.air.org/new_products.asp

ABC analysis

(about reducing disruptive behaviour )

Draw on POSITIVE BEHAVIOUR SUPPORT PRINCIPLES; a basis for great insight www.learningplace.com.au

www.pbis.org/school/primary www.fp.education.tas.gov.au/positivebehaviour/ www.ocsc.vic.gov.au/downloads/calmerclassrooms.pdf

http://www.emstac.org/registered/topics/posbehavior/tenprin.htm

http://education.qld.gov.au/studentservices/behaviour/swpbs/index.html http://161.7.16.14/PDF/MBI/SchoolPosBehaviorSupport.pdf

let’s talk

Jonah's close friends say he’s “full of shit” about Amanda. They’ve never seen her! They also question how good his breakdancing is.

“ The challenge is for teachers to ‘like’ kids they find offensive. This is exactly what is needed if teachers want to create class environments where respect and cooperation are fostered.” Barry Fields – University Southern Queensland, 2008

DISPLAYS OF INADEQUACY

Social recognition not given

REVENGE SEEKING behaviour

Social recognition not given

POWER SEEKING behaviour

Social recognition not given

ATTENTION SEEKING behaviour

Social recognition not given

Universal need for social recognition

Fun

Professional learning

• • • • • • • Find a clip showing ‘misbehaviour’ Get into teams (mix them up) Show the clip Offer guiding questions Teams develop a hypothesis about the behaviour + suggestions for what teacher might have done differently Ideas are shared Awards time!

I take the dog for a walk every morning. That helps!

I get home, shower and put on ‘at home’ clothes. Then, I’m ok!

I build my model trains to wind down I drink!

It’s embarrassing, but I take a ‘nanna nap’ after work

4:41:00 PM We have some strategies; but what ingredients really make the difference with difficult, or discouraged kids?

"Like a plant needs water children need encouragement.” Rudolph Driekurs

4:41:00 PM

A ‘TO DO’ list

4 types of ‘every day’ encouraging language;

Emphasis on effort:

“It is great to see you trying to....”

Emphasis on improvement:

“You have improved in.....”

Emphasis on appreciation:

“That really helps when you...”.

Emphasis about confidence:

“I know you can do this....”

4:41:00 PM “Just as we are learning to value and conserve the air we

breathe, the water we drink, the energy we use, we must learn to value and conserve our capacity for nurture. Otherwise, we will slowly but surely erode the source of our humanity” Elaine Heffner, 1996

References

Adler, A 1929, The practice and theory of individual psychology, Routledge and Kegan Paul, London.

Dreikurs, R & Soltz, V 1987, Children: the challenge, Hawthorn/Dutton, New York.

Dreikurs, R., Brunwald, B, Bronia, P & Floy, C 1998, Maintaining sanity in the classroom: classroom management techniques, 2 nd edn, Taylor and Francis, Levittown, PA.

Fields, B 2008, Beyond Disabilities: Broadening the View of Special Needs and the Inclusive Education Challenges Facing Primary Teachers – retrieved http://eprints.usq.edu.au/7157/1/Fields_AARE_2006_PV.pdf Hattie, J 2009, Visible learning: a synthesis of over 800 meta-analyses relating to achievement, Routledge, New York.

Heffner, E. 1978, MOTHERING: The Emotional Experience of Motherhood After Freud and Feminism” Doubleday and Anchor; New York.

Lillico, I 2004, Homework and the Homework Grid, Tranton Enterprises Pty Ltd, Western Australia.

Lillie, C 2007. Summer Heights High, Australian Broadcasting Corporation, Sydney Wachtel & McCold (2001) Restorative Justice in Everyday Life: Beyond the Formal Ritual – a helpful link http://www.iirp.edu/article_detail.php?article_id=NTAz