Transcript Behaviour in the classroom: a course for newly qualified

Primary
National Strategy
Behaviour in the classroom:
a course for newly qualified teachers
© Crown copyright 2004
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© Crown copyright 2004
Session One:
Creating a positive
classroom context
© Crown copyright 2004
Aims of the session
Session One will explore:
• focusing on the positive
• a framework for implementing expectations (the 4 Rs)
• a solution-focused approach to tackling behaviour problems
• being a proactive teacher
and will introduce:
• a proactive checklist for positive behaviour management
© Crown copyright 2004
OHT 1.1
In effective classrooms:
• There is a shared understanding of what constitutes
‘good ’behaviour
• There is regular teaching and reinforcement of social
behaviour and behaviour that maximises learning
• There is a behaviour framework in place which sets out
clear expectations
• There is an emphasis on belonging and social responsibility
• There is an emphasis on building good relationships
between adults and children, and between children
themselves
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OHT 1.2
The 4 Rs
Rights
Responsibilities
Rules
Choices
Negative
consequences
Routines
Positive
consequences
Inevitability
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OHT 1.3
Exception finding
• Changing the view of the problem
• Identifying successful moments
• Identifying times when the problem is less
severe, less frequent, less long-lasting
‘If you keep on doing what you’re doing, you’ll
keep on getting what you’re getting.’
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OHT 1.4
We have covered:
• the importance of focusing on the positive
• what makes an ‘effective classroom’
• a framework for developing positive behaviour (the 4 Rs)
• teachers’ and children’s rights and responsibilities
• using exception finding to promote positive behaviour
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OHT 1.5
Session Two:
Setting expectations
© Crown copyright 2004
Aims of the session
Session Two will explore:
• how expectations about behaviour are set
• using expectations in the classroom
• a solution-focused strategy for developing expectations
• how to change and develop expectations
• creating a positive learning environment:
– physical
– emotional
and will continue to build on:
• a proactive checklist for positive behaviour management
© Crown copyright 2004
OHT 2.1
Why are expectations important?
• Children and adults need to know what is
expected of them if they are to be successful
• 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
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OHT 2.2
Expectations are set
Teacher
Children
Children’s response
impacts on teacher
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OHT 2.3
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
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OHT 2.4
Setting and changing expectations
• Explicit description of the behaviour you require
• Clarity: use precise language
• Involvement of children
• Involve support from colleagues as necessary
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OHT 2.5
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?
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OHT 2.6
Classroom organisation for
positive behaviour: physical
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OHT 2.7
Classroom organisation for positive
behaviour: emotional
Children need to feel:
• safe
• welcome
• valued
• supported
• motivated
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OHT 2.8
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
© Crown copyright 2004
OHT 2.9
Session Three:
Teaching positive behaviour
and responding to
inappropriate behaviour
© Crown copyright 2004
Aims of the session
Session Three will explore:
• why we need to teach positive behaviour
• how to teach behaviour
• a solution-focused strategy for promoting positive behaviour
• how to select appropriate responses when inappropriate
behaviour occurs
and will build on:
• a proactive checklist for positive behaviour management
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OHT 3.1
‘Behaviour can be an area where we expect so
much and teach so little’
Galvin, Miller and Nash, 1999
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OHT 3.2
Teaching behaviour
• Teach the behaviours which will enable
children to meet the stated expectations
• Make this teaching explicit rather than implicit
• Make time for this explicit teaching a priority
• Help children understand the idea of learning
behaviours
• Plan for regular reinforcement
© Crown copyright 2004
OHT 3.3
Teaching behaviour
• Ask the class to remind each other of the rights
and responsibilities children and adults have in the
classroom
• Focus on one behaviour that you will need to see
in order that everyone’s rights and responsibilities
are fulfilled
• Describe the behaviour you need to see
• Teach the required behaviour – discussion,
modelling, practice
continued...
© Crown copyright 2004
OHT 3.4
Teaching behaviour
continued....
• Develop and use a script which is consistent each
time so that the children become familiar with
your prompt words
• Explain the positive consequences if the children
get it right. Reward systems – whole-school,
class-wide, individual
• Explain the negative consequences if they don’t
get it right. Sanction systems – whole-school,
class-wide, individual
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OHT 3.4
Preferred futures
• Life without the problem
• How would I behave?
• How would I feel?
• What would I say?
• How would others behave?
• A ‘miracle’
• An ideal scenario
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OHT 3.5
Guidelines for responding
• Low-level, unobtrusive interventions
• Choice and consequences
• Hierarchy of consequences
• Certainty not severity
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OHT 3.6
Least to most
intrusive interventions
•
•
•
•
•
•
•
•
•
Non-verbal messages
Tactical or planned ignoring
Description of reality
Simple direction
Rule reminder
Question and feedback
Blocking or assertive statements
Choices and consequences
Exit procedures
© Crown copyright 2004
OHT 3.7
We have covered:
• the need to teach positive behaviour
• how to go about teaching a behaviour
• planning how to teach a specific behaviour in
your classroom
• how to respond to inappropriate behaviour in
your classroom
• the use of preferred futures as a solution-focused
technique to promote change
© Crown copyright 2004
OHT 3.8
Session Four:
Learning behaviours
and lesson structures
© Crown copyright 2004
Aims of the session
Session Four will explore:
• the concept of learning behaviours
• how to increase the likelihood of learning behaviours
occurring
• how lesson structure can reinforce learning behaviours
• a solution-focused strategy for tackling behaviour
problems
and will build on:
• a proactive checklist for positive behaviour
management
© Crown copyright 2004
OHT 4.1
Children’s social,
emotional and
behavioural skills
LEARNING
© Crown copyright 2004
OHT 4.2
Why ‘LEARNING BEHAVIOURS’?
• Moves away from negative discussions about
behaviour
• Behaviour that enables and maximises learning
• Can range from high-level skills to earlier,
less complex skills
• The concept is applicable to all children
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OHT 4.3
Inside classrooms
• Unique complexity
• Busy places
• Public places
• Events are multi-dimensional
• Events are simultaneous
• Events have a high level of unpredictability
Watkins,1997
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OHT 4.4
Increasing the likelihood of
learning behaviour
STRUCTURE/INTERVENTION
Under the control of the teacher
Less likely
to see or show
learning behaviour
More likely
to see or show
learning behaviour
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OHT 4.5
Our structures need to address
• Motivation
• Well-being
• Expectations
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OHT 4.6
A diagrammatic plan
Starter
Whole-class learning
}
X min
*
Y min
*
*
equipment
Task 1
Task 2
Plenary
}
Miniplenary
Behaviour
Sharing space
Hands up
Listening to
each other
Cooperating
in a group
Waiting turn
Sharing space
Listening to
each other
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OHT 4.7
Seeing the ‘big picture’
• The time line – breaking it up
• Time limits
• Targets and consequences
• Discrete pieces of work
• Discrete behaviour
• Showing children the progress they are
making in behaviour as well as in learning
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OHT 4.8
Building on success
The helper’s role:
• Bringing individuals’ strengths to their attention
• Using questions to help the individual to focus
• Amplifying small successes through questioning
• Ensuring that the description is as concrete and detailed
as possible
• Identifying the small things the individual does well
• Giving feedback constructively, objectively, genuinely
• Reinforcing identified strengths in order to increase the
likelihood of their being used in future
© Crown copyright 2004
OHT 4.9
We have looked at:
• the concept of learning behaviours
• selecting interventions to increase the likelihood of
learning behaviours occurring
• classroom procedures/routines which promote
learning behaviours
• how lesson structure can reinforce learning
behaviours
• a solution-focused strategy for managing
behaviour
© Crown copyright 2004
OHT 4.10
Session Five:
Building positive relationships
© Crown copyright 2004
Aims of the session
Session Five 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
© Crown copyright 2004
OHT 5.1
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
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OHT 5.2
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’
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OHT 5.3
The relationship bank
Black
Red
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OHT 5.4
The relationship bank
Black
Red
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OHT 5.5
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 4 Rs
• Choose carefully when to give it
• Praise what matters to children as well as what
matters to you
continued...
© Crown copyright 2004
OHT 5.6
Tips on using praise
continued...
• Keep going even if children do not 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
© Crown copyright 2004
OHT 5.6
Why is it more difficult to build and maintain
positive relationships with some children
than with others?
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?
© Crown copyright 2004
OHT 5.7
Our own feelings
• Annoyed
• Angry, provoked
• Hurt
• Defeated, discouraged
© Crown copyright 2004
OHT 5.8
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
© Crown copyright 2004
OHT 5.9