Transcript Document

Values Centred Behaviour Leadership
Why Values?
• To provide students with a philosophy of living,
facilitating their overall growth, development, and
choices so that they can integrate themselves into
their community with respect, confidence, and
purpose.
• To help individuals think about and reflect on different
values and the practical implications of expressing
them, in relation to themselves, others, the
community, and the world at large.
Values Matter
Are We a Values School?
The Test...
•Is Values Education an explicit element of our curriculum?
•Do Staff model the school’s positive Values in their behaviour?
•Is there a focus on creating and maintaining positive
relationships?
•Is the School environment happy, calm and purposeful?
•Is “Reflection” utilized as a key tool in thinking and learning?
•Is an emphasis on caring for self and others supporting high staff
morale?
•Above all can we say that a key focus of our curriculum and work
is the formation of caring, civil and well educated people
Robot Clip
Moral Purpose
"The highest goal of education is to teach people
to read and write the word so that they can read
and write about the world." (Paolo Freire)
Justice, injustice, responsibility, equality,
fairness, love
Ian Gilbert – Independent Thinking
If you must have a cake sale to raise money for some deserving charity then
may I suggest a slightly different angle? Apart from spending time ensuring
the children involved understand what their money is going to and how it is
going to be used, you could also encourage them to ask why the situation is
so bad that their baking skills are being called on in the first place.
For example, if you are ‘raising money for Africa’, as seems to be so often the
case, why is it that a continent with such a wealth of natural resources is
home to so many of the world’s poor? How is it that some of the very
communities you are trying to help are not only sitting on vast reserves of oil,
gas, diamonds and gold (not to mention various substances that go into
making the mobile phone in your pocket), but that the individual children and
families you are trying to support are actually involved in mining these
minerals? Why are there repeated famines in certain countries? Why are
people starving in countries where there is enough food to go round?
Ian Gilbert…
Don’t ride the bike for them’ as a teacher once told me. Don’t
finish their sentences when they’re struggling to formulate an
idea. Don’t rush them on when they need time to think
(remember the ‘wait time’ rule – three seconds is all you need to
give). Don’t underestimate their abilities. Don’t confuse memory
with intelligence. Don’t confuse speaking and participating.
Don’t assume if they’re not speaking out they’re not thinking
hard. (Often those who speak most think least.) Don’t think you
need to talk more to get them to think more. ‘Come on, think!’ is
an exhortation as useful as ‘Come on, speak Polish!’ or ‘Come
on, be thin!’
Ian Gilbert…
Pepper your teaching with ‘In your opinion …’, ‘What do you think?’, ‘What
does that mean to you?’, ‘What would you do if you were …?’, ‘What would
happen if …?’, ‘Why do you say that?’, ‘Do you agree?’, ‘What does that
mean?’, ‘I don’t know’, ‘What would that lead to?’, ‘Where did that thought
come from?’, ‘Guess!’, ‘What could that mean?’, ‘What may happen next?’
‘What could an answer be?’, ‘How would you solve the problem?’, ‘What
do you think it means?’, ‘What do you feel is right?’, ‘Who do you feel is
right?’, ‘Do you disagree?’, ‘Why do you think that?’, ‘Why did they think
that?’, ‘How sure are you that is the right answer?’, ‘What is your solution
to …?’,’ How might others see this?’, ‘Is that your best answer or your first
answer?’, ‘How does this link with …?’, ‘When might that not be true?’,
‘Where might that not be true?’, ‘Have another guess?’, ‘What if the
opposite were true?’, ‘Could the opposite be true?’, not to mention the
powerful ‘I disagree with you, persuade me’.
A value-driven program develops children with a positive mental
attitude who have determination and perseverance.
WHY: Determination and perseverance are the character traits which
must be learned in order to achieve even moderate success in life.
Giving up, and thinking that things are just too hard are just not part
of what we do.
HOW: Those who persevere are people who will make a difference in
the world. Children learn to never give up by putting a line through
the word QUIT! They learn to aspire higher and persist longer! In an
environment that focuses on positive energy, children learn that
sustained energy enables you to set and reach high goals.
"There is nothing greater than persistence!”
Cooperation and collaboration are priorities in a value-driven school!
WHY: Cooperation is one of the super values which needs to be taught.
There are many different examples of cooperation, such as "the moon
doesn't shine without the sun!," or "one hand washes the other!”
HOW: Bees are one of the best examples of cooperation and team work.
They serve as an outstanding symbol for children. One type of bee gathers
pollen, another makes the honey, another type of bee fans the hive to keep
it cool, while still another lays the eggs. The word team is another way of
teaching cooperation. Together Everyone Achieves More. Children need to
understand that while individuals are paramount a group of people can
often outperform any individual. Active collaborative learning encourages
children to put values into action.
Activity
• In your group discuss strategies
and ways of modeling values in a
school setting
• In your group discuss ways of
rewarding/promoting values.
Record on the post-its.
• Reflection (Take Just One Minute) –
What could you do tomorrow/next
week/this term to begin to
promote positive values?
• Begin and end the day positively (no matter what may happen
between).
• Remember at all times that you are the adult – remain as calm as
possible, especially in the event of flying pencils and voiced unrest.
• Planning for the daily disruptions – with clear routines and reminding
of rules without arguing. Acknowledge positive behaviour as much as
possible.
• Use short term goals – 5 or 10 minutes at first moving to 20 or 30
minutes.
• Use contracts for more challenging children, these should give clear
directed choices (‘we work now or we make up the time later’) and
have a well rehearsed time out plan (include fall back planning for
refusals or if a year group partner is out of class and cannot help with
time outs).
Rules!
We need to think carefully about why we are
using rewards (reinforcers) Remember they are
never an end in themselves and they are not a
form of control. When used thoughtfully they
should enable the class (or individual) to gain a
sense of success and achievement. It is the
relationship building and the positive atmosphere
they help to create that is important.
Think of them as encouragers and celebrations
rather than rewards.
Rules alone will not improve behaviour.
WHY: We expend great amounts of energy on rules and regulations
and often miss what's behind them. Rules come from values, so it
makes sense to emphasize the source of all rules -- values! While rules
impact on parts of our life we encounter moral and ethical dilemmas
everywhere we turn. Children are continually faced with the struggle
between immediate vs long term gratification. Values are the
foundation for children to manage their own behaviour.
HOW: We need to help our children understand that values are all
about the way we work to improve ourselves and become better
members of our community!
A values program develops an understanding, an appreciation, and an
acceptance of diversities in children and in their cultures!
WHY: As violence, indifference, profanity, and abuse escalate, the need
for compassion increases.
HOW: Schools with value based programs invite children to notice and
praise when they see compassion demonstrated toward themselves or
others. Care and concern are expressed everywhere!
Home and the school work hard to build a bridge of compassion from
themselves to others in the local and the wider community.
"We can do no great things in our lives only small things with great love"
Mother Theresa
"Children need reminders more than they need to be informed!"
When children encounter problems, schools with a values program
have clear performance and behavior reference points.
WHY: Getting along with others needs to be a natural human priority.
Showing compassion and empathy toward those in need cannot be
placed on the "When I have time” agenda.
HOW: A child fills out a behavior report which requires a parent's
signature. The plan deals with improving behavior . A conference is
held with the parent and the child. The child is asked to explain the
plan, telling what will be done the next time that a similar situation
arises. During the conference, adults state that it always takes two to
fight! Anyone can choose to walk away from a fight! Adults model
how to disarm anger. Adults always close a behaviour conference by
talking about the child's responsible record, and by confirming a
belief in the child's ability to be a compassionate person.
"No one can make you angry with out your permission!"
Our Principles
 Our school values give us a sense of shared purpose and a framework
for behaviour leadership
 We model with each other and with our children the behaviours we
expect children to embody
 It involves everybody’s behaviour towards everybody
 We seek to develop in our children an acceptance of responsibility for
their behaviour
 We are an inclusive school – all children are entitled to feel safe in
school, be happy, be respected, to learn and have their successes
celebrated
 Good behaviour leadership begins by building positive relationships.
These need to be visible and tangible for children
 Our learning environment provides the model for our high expectations
 Engagement in high quality learning experiences is critical
 We all need to be consistent in our approach to behaviour leadership
 When poor behaviour is exhibited we remain calm and follow a
graduated approach
Which other metaphors?
Wright’s Law Clip
Our shared values are our compass. They centre
us. They orientate and guide us in all we do.
We live them; we show them; we speak them;
we model them. They are present in our
learning environment; they help us make the
decisions we choose; they enable us to connect
with others and form lasting relationships.
Consistency of approach
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Fairness
Routines
Rewards
Responsibility
Role Modelling
Values
Positive Practice
Prevention
Dealing with conflict
• Natural
• Responsibility
• Restorative approach
 Tell me what happened?
 What were you thinking?
Now?
 How did you feel?
 Who else has been
affected?
 What do you need to do to
fix it? Move on?
• Behaviour log
Developing a response to
behaviour
Supportive Action
Corrective Action
Preventative Action
•Interesting, challenging and
engaging lessons
•Collaborative, problem solving
learning
•High expectations
•Considering use of language
•Classroom rules
•Differentiation – meeting each
child’s needs
•Scanning
•Appropriate seating/groups
•Core routines embedded
•Noise Level
•Positive relationships
•Tactical ignoring
•Tactical Pausing
•Non – verbal cueing
•Positive feedback
•Moving around the room
•Distraction/Diversion
•Direct questions
•Conditional direction
•Behavioural direction
•Rule Reminder
•Take up time
•Blocking
•Partial agreement
•Choice
• Follow up
• Discuss behaviour
• Discuss how to repair
and rebuild
• Restorative
converstaions
• Reestablish a positive
relationship
• Fresh start
New Year New Start
• Community
• Rules
 Respect
 Communication
 Movement
 Learning
• Routines
• High expectations
Prevention
The Power of Language
Prevention
Key Principles of language
• Least intrusive
• Avoid confrontation
• Keep a respectful and positive tone of
voice
• Keep the language positive
• Keep your directions brief
• Focus on the behaviour and not the child
Prevention
A graduated response
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Tactical ignoring
Tactical pausing
Non verbal cueing
Move around the
room
Positive feedback
Distraction/Diversion
Direct questions
Conditional direction
Behavioural direction
Rule reminder
 Take up time
 Blocking
 Partial agreement
 Choice
Corrective
Consequences
 Questions to ask:
 Is the consequence related to the behaviour?
 Is the consequence reasonable in terms of ‘degree of
seriousness’?
 What will the student learn from the consequence?
 When is appropriate to give the consequence?
 There should always be a chance for children to
think about what they did, what rules they may
have broken, whose rights they may have
affected and how they think they can fix it
Supportive
Time Outs
• Intrusive consequence
• Should be a short consequence
• Appropriate for:
– Physical aggression
– Verbal abuse
– Persistent disturbing of learning