Transcript Behaviour Scenarios A specially commissioned set of resources for tutors, school mentors and trainee teachers Scenario 14: Giving Praise and Reward.

Behaviour Scenarios
A specially commissioned set of resources for tutors,
school mentors and trainee teachers
Scenario 14: Giving Praise and Reward
Scenario 14
Giving praise and reward
A group of pupils misbehave continually and
you want to find a way to motivate and
encourage them.
How can you praise pupils who rarely shine?
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Key Learning Outcomes
• Developing understanding and knowledge of
different approaches to praise and reward and
developing a wide repertoire of skills and
techniques to use in applying them.
• Modelling and practising confidence in
creating a positive climate for learning.
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What do you do?
1.
2.
3.
4.
5.
6.
Use a wide range of non-verbal methods to give positive
feedback to all the pupils. Make sure that members of this
group are given this positive feedback as soon as they get
anything right.
Plan each lesson to find something positive to say to each of
these pupils (by name). Keep a record to check you have
done this.
Differentiate your praise system to support individuals
according to their behaviour for learning needs.
Give misbehaving pupils a “restorative” sheet asking: What
are you doing? Who is being affected? Are you making the
right choice? What are you going to do now?
Meet the pupils individually or in small groups to find out
what motivates them and develop a behaviour contract. The
form/class teacher or a senior colleague might be asked to
sit in/help.
Contact parents to express your concern and set up a joint
system of praise so you can both “catch them being good”.
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What may be the best choice?
The importance of creating a positive classroom climate
cannot be over-estimated.
All six suggested approaches could be helpful.
Start with the first one, it may be enough
Pupils often respond far better to quick, positive signals,
such as nods, smiles, thumbs up (and/or cards saying
“Good listener” etc. put next to them) than to long-term
rewards.
You might find the other approaches work well too. It
could be useful to work your way through the list.
It can also prove very helpful to include parents if the
problems are not solved by the other methods.
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How might you prevent a recurrence?
1. Keep giving positive feedback – don’t forget!
2. Ensure that your lessons are well planned,
interesting and at the right level.
3. If you do not solve the problems with one
method, use another - this may need to be a
long term plan. Be prepared to be flexible.
4. If you get to the stage of holding a meeting
with the pupil(s) or parents, it is useful to
plan a follow-up date to check progress. Set
short term targets for further improvement
and praise success.
5. Keep other staff and parents informed of
good work and behaviour, not just of
problems.
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Underlying principles
• Creating a positive climate in the classroom
will help you to achieve good work and
behaviour from all pupils.
• Praise motivates.
• Most pupils respond well to praise from adults
they respect. Build those relationships!
• It is easy to get into a negative spiral and it
can be an effort to get out – but it is worth the
effort.
• Some pupils have special social, emotional and
behavioural needs which need to be taken into
account when managing their behaviour.
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Rights and Responsibilities
• All pupils have the right to be in lessons which
are not disrupted.
• You will need to develop an effective system
of praise for this group whilst keeping the rest
of the class on board.
• Creating a positive classroom climate is part of
the basic responsibilities of the teacher.
• Do not be afraid to ask for help.
• It is better to involve parents at a stage when
they may be able to help, a) to help prevent
this becoming a serious issue and b)to ensure
that they are fully informed.
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Activities to try
• Watch the “Praise and Preparation” video
(Teachers TV).
• Try out some of the ideas from the programme
and others that you might have discussed with
other trainees.
• Collect ideas on successful approaches and
schemes you have seen, share ideas and note
them for the future.
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Want to find out more?
References on the B4L site
• Group trainee teacher discussions – Giving Praise and Reward
• Improving Behaviour for Learning (Secondary Schools) – The
corridor (many scenes where praise is used to good effect and shows
situations where a lack of praise has a negative effect on learning)
• B4L item - Crowhurst Primary School - Self-esteem and
positive behaviour plan
• Teachers TV - Teaching with Bayley - Praise and Preparation
• Teachers TV - Manage that Class -Year 8 Friday
• Teachers TV - Teaching with Kellington: Engaging
underachievers (Secondary)
• Teachers TV - Primary Management: Discussion programme.
Behaviour
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Conclusions
• What is the key message have you gained
from this scenario material?
• How might you apply this approach in your
own practice in school.
• Further insights and notes for tutors and
mentors are available on the website
Updated August 2009