Behaviour-for-Learning The 3 R's of change
- 1. BEHAVIOUR BEHAVIOUR FOR FOR LEARNING LEARNING WHY? WHAT! HOW! WHY? WHAT! HOW! Keith Naunton
- 2. BEHAVIOUR FOR LEARNING ‘Treat people as if they were what they ought to be, and you help them to become what they are capable of being.’ Johann Wolfgang von Goethe German Philosopher and Author 1749- 1832
- 3. WHY BOTHER? • Ofsted findings indicate that low-level disruptive behaviour in the classroom is causing students to miss out on 38 days of teaching a year (conservative estimate). • A third of school leaders thought that newly qualified teachers were not well prepared for working in a school. Almost three-quarters (73 per cent) said this was because of a lack of classroom management skills. The Carter review of initial teacher training 2015
- 4. Developing behaviour management content for initial teacher training (ITT) The principal aim is to ensure that every teacher receives a core minimum of the best training available to them in order to be as classroom-ready as time and circumstances permit. Core principle: Behaviour Management!!!!!!!!???? Report by Tom Bennett, Chair of the ITT Behaviour working group. 2016
- 5. i: Routines Classroom routines as a fundamental source of high expectation, a scaffold for conduct, and a community vision of optimal habits and behaviours. THE 3 RS OF THE BEHAVIOUR CURRICULUM
- 6. THE 3 RS OF THE BEHAVIOUR CURRICULUM ii: Responses: Strategies and interventions for de-escalating confrontation, resolving conflict, redirecting unproductive (or destructive) behaviours, and reacting to antisocial behaviour in a just, productive and proportional way. These include formal interventions (for example: consequences described by the school behaviour policy) and informal ones (for example: verbal/ non-verbal cues, body language).
- 7. III. RELATIONSHIPS: Regulating one’s own emotional state; understanding personal triggers in one’s own behaviour, expectations or reactions; how special educational needs and disability (SEND) affects behaviour. Understanding for example: attention deficit hyperactivity disorder (ADHD), autism, dyslexia, Asperger’s; the basic psychology of: motivation; long and short term memory; concentration; learning; cognitive load, spacing and interleaving; group dynamics. THE 3 RS OF THE BEHAVIOUR CURRICULUM
- 8. Do all teachers have some difficulties with classes or individual pupils? Relationships Yes! Why?
- 9. • Is there is such a thing as the more challenging / complex class? Yes! Why? Relationships:
- 10. • Supporting positive change in children who display complex behaviours, especially SEMH SEN students presents a great challenge to all teachers and despite all efforts things sometimes do not go as well as we planned – True! Patience is a virtue that teachers need in abundance! Relationships:
- 11. To illicit positive change and support progress is one of the most satisfying elements of the teachers role and does change lives – True! In your darkest hours remember this! Relationships:
- 12. “The teacher remains the most valuable and effective resource in supporting change in pupils. Successful teaching and learning depends on the teacher being and feeling in control of the learning environment”. OFSTED 2015 Relationships:
- 13. SO! - WHAT AFFECTS BEHAVIOUR FOR LEARNING?
- 14. THE JOURNEY STARTED A LONG TIME AGO – Nature or Nurture????? for some of us!
- 15. i: Routines Classroom routines as a fundamental source of high expectation, a scaffold for conduct, and a community vision of optimal habits and behaviours. THE 3 RS OF THE BEHAVIOUR CURRICULUM
- 16. ROUTINES: Three Critical Words beginning with •Confidence •Communication And last but definitely not least - C Consistency
- 17. PLANNING PLANNING Do we plan for challenging behaviour. (Even though we know that it is inevitable!) Having a toolbox of progressive strategies ready has immense advantages. ROUTINES:
- 18. PLANNING: PLANNING: Encourages us to consider individual and group behaviours. Raises our confidence in dealing with disruptions. Makes us decisive - we have already done the thinking. Helps us to monitor our consistency of approach. Routines:
- 19. THE 3 RS OF THE BEHAVIOUR CURRICULUM ii: Responses: Strategies and interventions for de-escalating confrontation, resolving conflict, redirecting unproductive (or destructive) behaviours, and reacting to antisocial behaviour in a just, productive and proportional way. These include formal interventions (for example: consequences described by the school behaviour policy) and informal ones (for example: verbal/ non-verbal cues, body language).
- 20. You MUST recognise that your own behaviour is the only behaviour that you can control – sometimes! It is very important to recognise what you do and do not have direct control over in the classroom. Relationships:
- 21. GIVING CHILDREN CHOICES GIVING CHILDREN CHOICES • Focus on behaviour • Give likely consequences • Choice allows the pupil a feeling of control Responses:
- 22. ISOLATING DISRUPTIVE/POWER ISOLATING DISRUPTIVE/POWER NEEDING PUPILS NEEDING PUPILS • Typical reaction - ‘you can’t make me’. • AGREE, BUT! Responses:
- 23. DISTINGUISH BETWEEN THE DISTINGUISH BETWEEN THE PERSON AND THE BEHAVIOUR THEY PERSON AND THE BEHAVIOUR THEY PRESENT PRESENT • Describe what needs to change. • Explain why it needs to change. Responses:
- 24. WHAT NOT WHY! WHAT NOT WHY! WHAT questions encourage reflection. WHAT questions place responsibility for feedback on the pupil. To illicit change WHAT questions are MASSIVELY more effective than WHY : Responses:
- 25. PARTIAL AGREEMENT PARTIAL AGREEMENT Acknowledging a point of view, regardless of whether we agree with it, can save unnecessary disputes. “It weren’t me!” “Maybe not but what should you be doing?” Responses:
- 26. WHAT ARE YOU DOING? WHAT ARE YOU DOING? What should you be doing? Don’t know. Would you like me to help you? ‘NUFFINK!’ Responses:
- 27. Effective Communication is Critical • Research proves approximately 85% percent of our success in life is directly attributable to communication skills. • No matter how ambitious, how committed, or how highly educated someone is, they still have a low probability of success unless they develop the right communication skills Responses:
- 28. NON VERBAL COMMUNICATION... NON VERBAL COMMUNICATION... • Integral element of communication. • Conveys feeling. • Read instantly. • Essential to convey positive cues if we want positive responses. Relationships:
- 29. SILENT SIGNALS SILENT SIGNALS Communicate directions Are discrete Do not need to involve the whole class Are extremely effective! Relationships: NON VERBAL COMMUNICATION... NON VERBAL COMMUNICATION...
- 30. What we say is dramatically effected by how we say it. Relationships: ORAL COMMUNICATION... ORAL COMMUNICATION...
- 31. DIRECTIONS YELLED OR SHOUTED WILL ALWAYS.. DIRECTIONS YELLED OR SHOUTED WILL ALWAYS.. Be construed as aggressive. Encourage pupils to shout back. Lead to escalations. Damage relationships Relationships: ORAL COMMUNICATION... ORAL COMMUNICATION...
- 32. A PLEADING TONE IMPLIES THAT: A PLEADING TONE IMPLIES THAT: We don’t expect co- operation We lack confidence We are not in control Relationships: ORAL COMMUNICATION... ORAL COMMUNICATION...
- 33. Using a calm, confident, non-threatening tone is essential to convey to pupils that we are calm and confident (even though we may not feel it!). Relationships: ORAL COMMUNICATION... ORAL COMMUNICATION...
- 34. • Speak with eye contact • Be brief • Be clear • Be expectant • Avoid discussion • Repeat statement Always try to: Relationships: ORAL COMMUNICATION... ORAL COMMUNICATION...
- 35. ALWAYS FINISH WITH THANKS! ALWAYS FINISH WITH THANKS! • Nothing wrong with please but always end with thanks. Relationships: ORAL COMMUNICATION... ORAL COMMUNICATION...
- 36. STRATEGIC MONITORING STRATEGIC MONITORING Why do children act out? ATTENTION! Responses:
- 37. POINTS TO REMEMBER: POINTS TO REMEMBER: • Continually SCAN the room • Monitor disruption without looking directly at the disrupter. • Have your response ready if you need to intervene. • ACKNOWLEDGE any positive changes in pupil behaviour. Expect the unexpected! Responses: STRATEGIC MONITORING STRATEGIC MONITORING
- 38. I’M NOT GOING TO LET HIM GET I’M NOT GOING TO LET HIM GET AWAY WITH IT!! AWAY WITH IT!! Although it’s hard to refrain from reacting to secondary behaviour, it will nearly always result in confrontation! PRIMARY / SECONDARY BEHAVIOUR PRIMARY / SECONDARY BEHAVIOUR Responses:
- 39. Obviously seriously disruptive or dangerous behaviour cannot be ignored! Responses:
- 40. NAME, PAUSE, DIRECTION NAME, PAUSE, DIRECTION Use a name if possible. PAUSE - full attention, eye contact. Give clear, simple DIRECTION. Use THANKS - expect compliance, and give take up time. Responses:
- 41. WHEN WHEN …. …. THEN THEN • When we have, then we can … • (Avoid no and can’t.) Great for impatient pupils who rush work and do not complete tasks. Responses:
- 42. RE-STATING VIA THE RULES RE-STATING VIA THE RULES - It focuses on the negative. - It provides a Challenge for ‘Power Seeker / Needers ‘Don’t use Don’t! Or stop, no, can’t……! Responses:
- 43. ENCOURAGE A POSITIVE ENCOURAGE A POSITIVE LEARNING ENVIRONMENT BY: LEARNING ENVIRONMENT BY: Showing respect Avoiding publicity Looking for a compromise Avoiding threatening behaviour Giving choices