Classroom behaviour management
- 1. Lessons to be learnt from SEN, PRU & EBSD Schools
- 2. Class dynamics Even streamed classes will have a range of abilities and personalities. There will be pupils with both diagnosed and undiagnosed Special Educational Needs in all Schools. Some of the strategies used in Specialist Schools can be used or adapted for the mainstream class.
- 3. Meeting students’ needs Play video Points for discussion: What do you think about what was just said, in particular with regard to recording in ways other than writing? Is it at odds with raising standards and improving literacy, or can there be a compromise? Is this an unacceptable trade off between behaviour management and educational value? 5 mins
- 4. Keeping a lid on it Effective practice can be to keep a running tally of good and bad behaviour on each side of the board. Good behaviour is highlighted with praise Bad behaviour is quickly noted but without drawing large amount of attention to it. Video Clip Another effective way of improving behaviour can be to get pupils to grade their effort (A-E) and behaviour (1-5) at the end of each lesson. Eg A1 or B3, etc These grades can be used to set further targets or agree rewards or sanctions. For some pupils’ a whole lesson target may be too much, you may have to break the lesson down into sections giving targets for each bit
- 5. Should there be a chance for redemption? Sometimes punishment can have a negative impact on behaviour. Further Poor punishment behaviour Poor Punishment behaviour / sanction Feeling of discontent / resentment With this in mind, once a sanction has been issued should there be a chance for redemption? 5 mins to discuss “Solution focused approach” Porter (2009) is very good for this type of approach
- 6. Consequences Video Clip Issuing sanctions and rewards on the day: Allows pupils to link the behaviour and sanction /reward Provides a fresh start next lesson for both pupil and teacher What sanctions could be issued when the lesson has another lesson following immediately? Discuss for 5 mins
- 7. Fairness and Equal Opportunities “Equals should be treated equally and unequals unequally” – Aristotle Points for discussion: Should the same behaviour always attract the same reaction? What about for pupils with SEN or behavioural difficulties? What are the implications of both options? What potential solutions could there be?
- 8. One of the most effective tools: Parents Getting parents on side is an effective way of improving behaviour. Building relationships with parents is also in the Teacher’s Standards. Video Clip Although it wont be possible to build relationships with all parents it may be worth investing time with those pupils you find most problematic. A parent is much more likely to take on board any negative comments when a balance of comments is received. How could you develop quick and time efficient methods of communicating with parents?