Transcript What is meant by Behaviour Management? - Hom-UHT

Creating positive learning
environments
“Ready…Steady…Go!”
University of Bristol
PGCE 2006-07
Presented by Chris Griffiths
Outline of the Session:
Positive Behaviour – Set in context
Starting Points – Why be a teacher?
Why do you want to teach?
The School set-up
Creating a positive learning environment
Group Task
Key Pointers
Positive Behaviour Toolkit
Behaviour is mostly learned:
Most behaviour is learned in accordance with the
following principles:
1) If something that the pupil regards as positive
and pleasurable immediately follows his/her
actions, then there is a high chance that s/he
will repeat the action again in the future.
2) If something a pupil regards as negative and
disagreeable immediately follows his/her
actions, then there is less likelihood that s/he
will repeat the same action
3) A pupil will identify with an adult s/he respects
and feels secure with. S/he will imitate some of
the behaviours s/he observes.
In short, your behaviour and attitude
as a teacher will have a direct
impact on the pupils and the
classroom environment.
What is meant by creating a positive
learning environment?
The Teacher’s role is one that –
 Finds ways to build and maintain adult and pupil self
esteem.
 Develops a consistency of approach.
 Understands the rewards/sanctions relationship.
 Develops classroom skills in managing behaviour over a
period of time.
The Teacher establishes an environment in which children can
have a positive learning experience in an atmosphere of mutual
respect.
Remember that the classroom needs to be a safe environment –
a place where pupils want to try and are not scared of failure
a place that guarantees the physical safety and well being of the child
a place where the teacher sets boundaries and pupils make choices
Common Anxieties
I’ve never had to get up in front of a group of
hormone – challenged teenagers in my life, let
alone have to control and teach them.
What if they are not quiet?
What if they laugh at me?
What if they are rude to me/about me in my
hearing?
What if I just cannot “do” it?
 Why
do you want to teach?
 What
has influenced you in your
choice to become a teacher?
 What
do you need to be an
effective teacher?
Developing your Behaviour
Management
Strategies
“ I’ve come to the frightening conclusion that I am the
decisive element in the classroom. It’s my personal
approach that creates the climate. It’s my daily mood
that makes the weather. As a teacher, I possess a
tremendous power to make a child’s life miserable or
joyous. I can be a tool of torture or an instrument of
inspiration. I can humiliate or humour, hurt or heal. In
all situations, it is my response that decides whether a
crisis will be escalated or de-escalated and a child
humanised or dehumanised.”
(Haim Ginott)
What do children want in a
good teacher?
A good teacher should:
 keep order and be firm without being severe,
overwhelming or frightening;
 explain clearly, and help pupils to learn;
 be fair, not pick on pupils, have favourites, or punish
unjustly;
 be friendly, good – humoured and approachable;
 be interesting, provide a variety of stimulating work
and use pupils’ ideas.
The school set-up
What do you inherit?
You will take on classes with
expectations/behaviour management already in
place.
What expectations have already been set?
What rewards are in use?
What sanctions are in use?
What are the school’s expectations?
Taking the school set-up into
account, remember you are the
teacher.
Set your expectations.
It’s your classroom.
They are your class for the duration of your time at
the school.
Be assertive… think in your own mind –
“This is my class and I am not a student teacher.”
A shared responsibility
Pupils expect their teachers to be able to lead,
manage and direct the day-to-day complexities
of 25-30 students in a small room, engaged in
teaching, learning and socialisation.
We need to lead the students beyond mere
simplistic, external control, to appropriate
‘self’ and ‘shared’ control.
Managing a positive learning
environment
Good behaviour management is better than punitive
management.
Be Proactive and identify problems.
Plan and prepare.
When in class, be Reactive.
Plan for behaviour as well as the lesson content and topics.
Planning for Good
Behaviour
Classroom Routines
Lesson content
Activities
The Composition of the Class
Routines
Start and end of lessons
Materials ready
Getting pupils’ attention
Changing activities
Time Limits
Appropriate voice levels
Activities
Have a starter to get the lesson going
Plan a number of different activities, bearing in mind the
concentration span of your pupils
Each activity should be –
Accessible
Supported by relevant resources
Interactive
Kinaesthetic
Fun
Start of lesson routine
Pupils go to their places straight away
Pupils take out books, pens etc.
They place bags on the floor
They listen to what the teacher wants them to do
They focus immediately on the starter activity
End of the lesson routine
Pupils continue working until they are told to stop
When instructed, they pack away, ready to be
dismissed
They leave the room when the teacher is satisfied
that all is in order
Classroom Atmosphere
What attitudes do you need to encourage a more
positive self-image in children?

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Be calm, accepting and supportive, rather than
threatening, grim and sarcastic
Show an interest in each child and value each one
Show confidence in the ability of a child to do the task
set
Have clear values and a well-structured environment
Be genuine rather than putting on a ‘front’
Talk to the children about non subject based matter. Be
positive and realistic about yourself
Learn to recognise what to like, respect and accept
about yourself
Key Pointers
Model standard of courtesy you expect from your
pupils
Make sparing and consistent use of punishments
If encountering a difficulty, seek advice sooner
rather than later. Requesting support is not a sign
of failure
Separate the behaviour from the person
The ABC way to think about
behaviour:
Antecedents – the important things that happen
BEFORE the behaviour occurs.
 Behaviour – what happens – the ACTUAL
OBSERVABLE BEHAVIOUR that the child
produces.
 Consequences – the important things that
happen to the child (and others) AFTER the
behaviour.

Survival Tool Kit
Find out and be clear about the school’s routines.
2) Familiarise yourself with the school’s Behaviour Policy.
3) Be clear about what it is you expect from the pupils.
4) Tell the pupils what the consequences will be if they do
not comply.
5) Be consistent – never give in.
6) Say what it is you like about the behaviour, praise and
reward as appropriate.
7) Guide and show what you want by demonstrating and
helping the pupils.
8) Break down difficult tasks into small achievable steps.
Praise effort.
9) Listen to and respect pupils
10) Expect good behaviour
1)
Survival Tool Kit (Continued)
Remember the six R’s –
Rules
Routines
Rewards
Relationships
Respect
Responsibility
REMEMBER:
YOUR BEHAVIOUR AS A
TEACHER WILL AFFECT THE
WAY THE PUPILS BEHAVE.
STAY CALM, BREATHE
DEEPLY AND BE IN
CONTROL.