Transcript Behaviour Scenarios A specially commissioned set of resources for tutors, school mentors and trainee teachers Scenario 16: Effective Sanctions.

Behaviour Scenarios
A specially commissioned set of resources for tutors,
school mentors and trainee teachers
Scenario 16: Effective Sanctions
Scenario 16
Effective Sanctions
You want to improve the work ethic in a class
and keep them on task. They are constantly
distracting one another and ignore your
threats of sanctions for misbehaviour.
How do you get them to do what you want?
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Key Learning Outcomes
•
Understanding how to maximise good
behaviour for learning whilst minimising
the need for sanctions.
•
Evaluating the effectiveness of different
ways of using sanctions in the light of
observations.
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What do you do?
1. Escalate and threaten the class with more severe sanctions.
2. Redirect or give choice directions to pupils who misbehave
and allow take-up time.
3. Develop a hierarchy of sanctions to use progressively as
behaviour gets worse.
4. Ask a more experienced member of staff to sit in on your
lesson and give you feedback on using sanctions effectively.
5. Choose the worst behaving pupil and make a dramatic
example of him or her.
6. Explain your frustration to the class and tell them that the
next person to misbehave will cause the whole class to be in
detention.
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What may be the best choice?
6. Use redirection, choice etc. and 3. Ask for
feedback and advice
It may be tempting to concentrate on punishments
when everything is going wrong, but everescalating sanctions do not work. You need a range
of sanctions, not an inevitable path for pupils to
slide down.
Creating a more positive climate in the classroom
e.g. by “catching pupils being good” is far more
effective, especially alongside clear warnings and
choices that give pupils the chance to put things
right and avoid being punished.
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How might you prevent a recurrence?
1. Ensure that reinforcement of good behaviour is used
more frequently than sanctions.
2. Ensure that the basics, such as pace, challenge, clarity of
instructions etc. are right in your lessons.
3. WALT (WALT = We Are Learning To…) and WILF (WILF =
What I am Looking For…) can be used, too!)
4. Never make threats. Ensure that sanctions are a
consequence for pupils which will follow misbehaviour if
they choose that path.
5. Minor sanctions will often be enough, especially if
explained assertively and not aggressively.
6. Include a restorative opportunity in the sanction.
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Underlying principles
• Using the language of limited choice involves
pupils in their own discipline and encourages
them to take responsibility for their actions.
• A range of sanctions may well be needed – but
if you can deal with conflict in a restorative
way this can help to prevent repeat offences
(for the same reason as the point above).
• Sanctions in themselves don’t solve problems.
• Focusing on those who are doing things right
helps to create a positive climate and ensures
that those who misbehave do not get all the
attention.
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Rights and Responsibilities
• Schools are required to have a discipline policy which
should have an emphasis on rewards rather than
sanctions. Teachers should ensure that they are working
within these guidelines, including using praise effectively.
• Because a consistent approach across a school is likely to
be more effective and seen to be fair by pupils, teachers
owe it to colleagues and pupils to be consistent.
• Being consistent does not mean being inflexible. Teachers
should use professional judgement when applying rules.
• Only headteachers, or their delegated representative,
have the right to exclude pupils. Parents and pupils have
the right of appeal against such a decision.
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Activities to try
1. When observing a lesson, keep a tally of sanctions and
positive comments/praise for work and behaviour and
the effect of each on WALT. What do you observe
when sanctions are threatened or used or when praise
or reward is given. Discuss with the group.
2. Tomorrow, in your classroom, try praising twice as
much as normal (this will be difficult if you are already
very positive) Keep a tally for yourself and feed back
the outcomes to this group. Remember, praise does
not have to be a big deal – low key is fine!
3. Bearing in mind what you have learned about effective
sanctions, make a list of sanctions that you could use
to achieve the purpose of avoiding a recurrence of a
misbehaviour.
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Want to find out more?
References on the B4L site
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Group trainee teacher discussions – Effective Sanctions
B4L item – Student Perceptions of Rewards and Sanctions
Glossary item - Assertive Discipline
B4L item – Strategies for Behaviour Management - Derby City
Council
B4L item - Formal systems of rewards and sanctions in
secondary schools and their affect on motivation and
behaviour
Teachers TV - Primary Management – Challenging Behaviour
Teachers TV - Primary NQTs Managing Behaviour
Teachers TV - Secondary Special Needs - EBD - Transforming
Lives
Teachers TV - Secondary Homework Sanctions and Support
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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