Behaviour management workshop
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This document discusses behaviour management in classrooms. It begins by defining behaviour problems as any actions that disrupt teaching and learning. Next, it identifies five primary causes of misbehaviour among students: boredom, attention-seeking, struggles meeting needs, revenge, and low self-confidence. The document then outlines general principles of crisis intervention, five guidelines for handling common issues, and examples of behaviour management models like the ABC (Antecedent, Behavior, Consequence) approach. It emphasizes the importance of creating a positive learning environment and using strategies that encourage good conduct among students.
Behaviour management workshop
- 1. Behaviour Management BY – SUMAN TIWARI ( M.Sc.,M.Ed.)
- 2. To clarify the behaviour problem concept and some of the behaviour problems faced in the classroom . Five Primary cause of Misbehaviour. General principles of crisis Intervention. Five guidelines for handling common misbehaviours. Behaviour Management models. Why to manage behaviour? Objectives
- 3. Any behaviour that undermines the teacher’s ability to establish and maintain effective learning experience in the class. When students disrupt the learning environment , it takes up teaching time and affects the quality of the students learning experience. Behaviour Problem
- 4. It includes creating a positive environment for learning and uses strategies that encourage positive behaviour in schools. It also involves a range of strategies to reduce the chance of poor or antisocial behaviour. Behaviour Management is also about having effective ways to deal with poor behaviour so that students can learn from their mistakes and at the same time, take responsibility for wrong doing.
- 6. Think for a while for the challenging behaviour you have faced in your classroom!!!!
- 8. Lack of respect Paying no heed Incessant talk Rude talk/ Answering back Note passing Naming is blaming Stealing/Lying Swearing Poor homework Bullying Some of the behavioural problems faced in the classroom
- 10. Five Primary causes of Misbehaviour Boredom: Teaching strategies, Instructional practices, Use manipulative, Group & pair activities, Avoid pen/paper use white boards, Use card games, free time/break in between. Need for attention: More attention to quiet students, Task to spotlight students. Chronic Lying and Stealing- keep evidence, one on one meeting, Counselling. Power: Leads to aggression. More-Engage them in helping others, tattling- making others feel inferior. Struggle- Needs encouragement and validation.
- 11. Revenge: Feel like don’t belong. Always complain about rules and not being fair Needs: Build trust, Reflective listening, Utilise their strengths and explain to them that it will cost them. Note writing- Take signature as a proof for future record. Self- confidence: Too much- Task and responsibility. Not enough- Encourage, Give easy task, Do not pity instead set up opportunity for their success, Pair them with someone who can help them, Put them in win-win situation.
- 13. General Principles of Behaviour Crisis Intervention Early Intervention: Catch potentially explosive situations as soon as possible. Look for clues- Students tone, Body language, isolation and time out allowances only work if the student clearly understands why it is being allowed. Communication: Teacher should tell what behaviour is expected rather than focusing on what he/she is doing.
- 16. Focus Area “primary” Intrude on the learning process Infringe safety (physical or psychological) Ignore respectful and dignified treatment of others “secondary” non verbal- Pulling a face, Sulking, Sighing or tutting Verbal-“the last word syndrome” -direct riposte/response from the child to “defend” their position Example-“I was only…….. “He’s doing it too” “No body else minds when we…..” (disrespectful tone of voice!!!)
- 17. Five Guidelines for Handling Common Misbehaviours 1. Negotiate (Give option/ guidelines and let them choose, never humiliate, some control to students ) 2. Deal with Problems quickly ( Use few words, reoccurring problem keep record, use 3star) 3. Use direct language (Tell what you want)
- 18. 4. Know Your Bottom Line ( Aware of school policy, when to call the parents, when to send a student to the principal) 5. Follow up (talking to the offending student, express something positive but make a connection, document problems throughout the year- Anecdotal)
- 20. It’s a Game Time...
- 22. What happens before ( Antecedent) the behaviour occurs? What is the Behaviour? What happens after (Consequence) the behaviour occurs? A →B →C ABC OF Behaviour
- 23. Reinforcing Consequence A →B →C If the consequence is rewarding/desired. Behaviour will continue in the Future
- 24. Positive Reinforcement ( Get something good ) Negative Reinforcement ( Avoid something good ) Penality ( Lose something good ) Sanction ( Get something bad ) Increase Behaviour Decrease Behaviour
- 25. The Five R’s is a framework for promoting positive learning behaviours The Five R’s are: Rights Responsibilities Rules Routines Relationships The FIVE R’S FRAMEWORK
- 29. Why to Manage Behaviour? To create a climate where learning can flourish. To protect basic rights of safety, learning and respect. To set the boundaries in which children can feel successful. To teach children about socially appropriate and acceptable choices.
- 31. Summary...
- 32. Positive Note “The most effective strategies will fail to impact students in the absence of sincerity, respect, and obvious joy in teaching • So…….enjoy being a teacher & • Focus on the student, not the behaviour. • Adapt the environment and your teaching. • Stay calm and be positive.