Behaviour management cpd
- 2. Welcome My Background Primary School PE teacher Head of PE and DSL Behaviour Advisor Proactive SEND Consultancy
- 3. Session Aims: To assist you to develop a greater understanding of challenging behaviour. To offer support, strategies and advice around managing the behaviour of some of our more challenging students. Share best practice.
- 4. We all have our own way of managing behaviour in our classrooms.
- 5. Teacher response styles A non-assertive response style is one in which the teacher is passive and inconsistent in responding to pupil behaviour. A hostile response style is one which the teacher frequently responds to pupils in a negative, authoritarian manner often at the expense of a pupil’s feelings and self-confidence. An assertive response style is one in which the teacher clearly, confidently and consistently states their plans and expectations.
- 6. Teach the behaviour you want to see. The expectations of the school environments rules and routines are different from the real world. Say what you want, not what you don’t want – e.g. listening please, (stop talking) Have realistic expectations – flexible to the individual Build positive relationships, initiate conversations
- 7. Model the behaviour you want to see. Don’t react to the behaviour you’re getting If you want the pupil to be calm/enthusiastic, you must be calm/enthusiastic Pay attention to the way you greet pupils on arrival to your class
- 8. Managing emotions Adopt a calm, rational manner and keep emotions in check Be prepared to listen Avoid labelling Avoid threats
- 9. Direct towards successful outcomes Show basic courtesy e.g. holding doors Make it clear it is the behaviour, not the person, you are critical of Use of ‘ignoring’ where appropriate Focus on the behaviour you want Associate good behaviour with the person
- 10. Catch them being good Notice, Recognise and Appreciate Use positive cueing Focus on those who are doing the right thing, rather than the wrong thing.
Editor's Notes
- #3: All boys primary SEMH school, associated learning needs. ASC ADHD. Alongside this the boys also exhibited challenging behavior such as biting, punching, spitting etc.. HoD in all through SEN School. Variety of needs covering across al 4 needs within the SEND CoP. Had oversight for Resi and Behaviour. Previous to beginning at PHS I was engaged as an independent behavior advisor to a mainstream primary school with an attached resource provision for pupils with a diagnosis of ASC. Away from work my partner and I have developed Proactive SEND as consultancy company targeted at supporting education and social care provisions.
- #5: Have a think, what strategies have you used to manage a students difficult or challenging behavior in the past? What has worked, and why?
- #6: As teachers/educators we all; have our own way of reacting to behavior that challenges. There are however 3 types of teacher response styles. It very much depends on the situation you are in which dictates the type of response you give off.
- #7: If pupils see us speaking in a derogatory way, or chewing gum or on our phones why do we expect them to not do those things. We have to modal the behavior we want to see, We have to remember that, a chunk of the expectations we set in school are different to the outside world. We need to teach our students to follow these and this can only be done if we are all consistent. We have to remember that our pupils are still developing, some may have underline SEND, when managing these pupils we must use clear, concise language. This will help develop the child's understanding of what we want to see not what we want to see. Have realistic expectations of our pupils that doesn’t mean that little Johnny just because he is predicted a 1 that we treat him like a grade 1 pupil. John Maxwell (Leadership expert) talks about putting a 10 on someone's head. The 10 is the expectation that a person you hold in high regard has of you. How would you act and behave around that person. By setting high expectations and putting a 10 on our pupils head. We can manage behavior more effectively because they will know and understand that you want to support and drive them to develop their understanding go your subject. The hardest one on the list for some people, how can we build effective relationships. I have always found that by talking and listening, showing the pupil I care and want to help has always allowed me to build positive, long lasting relationships. By doing this we can build a more cohesive environment where we can see a pupil bubbling before they escalate.
- #11: We some times get caught up on punishing behavior that we forget to reward or praise good behavior. If we want pupils to act in a positive way, pick out the role role models amongst their peers. ‘Well done Shane, you are doing the right thing.