Transcript Document
Behaviour Management for Primary NQTs Mark Holdaway Associate Trainer (Brighton & Hove Pupil Referral Unit) Session Four: Building and maintaining positive relationships Aims of the session We will explore: • how we develop positive relationships with children • the use of praise in developing and maintaining positive relationships • why it is more difficult to build and maintain positive relationships with some children than with others • solution-focused strategies for proactive behaviour management and will build on: • a proactive checklist for positive behaviour management Relationships The key to promoting positive behaviour Three main difficulties: • Large numbers of children with whom teachers have to develop relationships • Multiple role of the teacher • Some children are actively suspicious and anti-relationships Relationships • • • • • • • • 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