Positive Behaviour Management.
- 1. What causes challenging behaviour? … and whatyagonnado about it?
- 3. What is New River College? Islington's Pupil Referral Units o All Islington-resident children who are permanently excluded go first to NRC. o Securing Education Board may make the decision that a student needs to be educated at the PRU if they are not succeeding in a mainstream setting. New River College Outreach Service o New River College Outreach Service aims to increase school’s capacity to deal with students with SEND, particularly SEMH (Social Emotional Mental Health) difficulties.
- 4. Todays objectives: To discuss some of the causes of challenging behaviour. To develop some practical strategies to create a positive learning environment. To scrutinise the language we use as teachers and how this can promote positive behaviour. To consider how our own feelings, emotional reactions and behaviour impacts on children.
- 5. Opinion Line Strongly Agree Strongly Disagree Don’t smile until Christmas. Badly behaved children get all the treats. Teacher training adequately prepares us to manage challenging behaviour. If I make an allowance for one student all the rest will expect it too.. Some children are just naughty. SEMH (Social emotional mental health) Needs should be considered a Special Educational Need. Behaviour is communication.
- 6. Food for thought: In a class of 30 children, on average: 19 will have no apparent needs 7 will have either social emotional needs or behavioural needs 4 will have high levels of need in both areas (on average 3 boys & 1 girl). 43% of the children with high levels of need in both areas will have no Wellbeing or Mental Health support. (Nurture UK, 2018) How many is that in each of your classes?
- 7. Everyone would prefer to be accepted If a child or young person looks like they do not want to be accepted this indicates an unmet need and / or a skills deficit. If we are to address their needs we need to work out what they might be!
- 8. What needs might a child’s behaviour reveal?
- 9. I can’t do this…. I don’t understand this…. I can’t explain this…. I don’t understand… I don’t understand and /or I don’t understand the need to explain I may understand but my environment is too distracting / disturbing / overwhelming I understand but accessing and evidencing my learning through text is too challenging. Learning Difficulties? SLCN? Speech, Language and Communication Needs ASC? Autistic Spectrum Condition Sensory Needs? Specific Learning Need? I might understand but my brain is far too occupied with survival to bother with this. I might look like any of the above. SEMH? Social, Emotional, Mental Health Physical disability, HI/VI? Hearing Impairment or Visual Impairment? I might well be able to do the work if you took into account my needs. I don’t understand why you don’t.
- 10. I won’t …
- 12. Movement break!
- 13. Physiological or survival needs Safety Love, affection and belonging Self-esteem Self-actualisation Psychological Physical Malsow’s Hierarchy
- 14. Child explores Difficulty arises Child returns to adult for reassurance Carer responds appropriately
- 15. I’m detached, I’m much happier retreating into myself. I’m tired. All the stress of not feeling safe saps my energy. I’m angry. My pent up fight / flight response gives me a hair trigger It’s too much for me. I’ll do anything to escape I’m full of grief. My immediate problems stop me processing earlier trauma. I’m scared. I am anxious and tense and quickly become terrified.
- 16. A •Seeks comfort from familiar adults when needed. •Can express their own feelings such as sad, happy, cross, scared, worried. •Responds to the feelings and wishes of others. •Aware that some actions can hurt or harm others. •Tries to help or give comfort when others are distressed. •Shows understanding and cooperates with some boundaries and routines. •Can inhibit own actions/behaviours, e.g. stop themselves from doing something they shouldn’t do. •Growing ability to distract self when upset, e.g. by engaging in a new activity. B •Aware of own feelings, and knows that some actions and words can hurt others’ feelings. •Begins to accept the needs of others and can take turns and share resources, sometimes with support from others. •Can usually tolerate delay when needs are not immediately met, and understands wishes may not always be met. •Can usually adapt behaviour to different events, social situations and changes in routine. •Name and talk about a wide range of feelings and make it clear that all feelings are understandable and acceptable, including feeling angry, but that not all behaviours are. Do any of your students struggle with any of these? 22 – 36 months 30 – 50 months
- 18. Bodily Warnings Recognising stress/anxiety indicators gives us advance warning of emotional engagement in ourselves and others. Recognition of our own signs tells us to step back and reorder our reactions or seek help. Recognition of other’s signs informs the strategies we decide upon and whether to seek additional support.
- 19. Calm yourself before trying to calm others Use a calm tone of voice and non-threatening body language. Maintain a safe distance, hands by side, slow movements, avoiding direct eye contact. Do not point, wag your fingers or prod. Speak calmly but assertively. Say how you feel and why, say what you would like to happen. Use humour, as appropriate. Focus on the real problem (the primary behaviour) to prevent escalation. Capitalise on your relationships. Give any instructions clearly and then give time to do it. Use the language of choice (not ultimatums) and give time to comply. Keep the options open. Try to be fair and consistent.
- 20. Try to avoid an audience. Avoid trying to solve a problem when people are angry. Talk to them later when you, and they are calm. Know where to go for help and ask for it if you need it. Know the policy in your school on following up on an incident. Try to find a common ground and search for solutions. Our reaction to behaviour will either de-escalate or escalate the problem – we need to plan and reflect on our approaches carefully.
- 21. If you want them to know what to do…..… Language - Focus on what to do, rather than what not to do. - Aim for at least 5 positive statements to 1 negative. - Keep it clear and consistent - Reinforce EVERYTHING with visual clues
- 22. Catch them doing it right. Take up time. Language of choice Positive reframing Praise, praise, praise. Proximal praise. No space for challenging behaviour - keep them busy. Routines. Relationships. Modelling positive behaviour. Non-verbal cues. Use the school’s Sanctions system. A quiet word.
- 23. Common phrases Positive phrases Stop calling out becomes “One person at a time – thanks” or “Hands up to answer this – thanks” Don’t do it like that becomes You can’t play with that becomes That’s far too noisy becomes Do not talk all at once becomes You can’t go out to break yet becomes Don’t waste time becomes
- 24. Common phrases Positive phrases Stop calling out becomes “Well done for putting your hand up, Gary.” “I love the way Michelle is waiting for her turn.” Don’t waste time becomes You can’t play with that becomes That’s far too noisy becomes Do not talk all at once becomes Stop messing around and get on becomes
- 25. Common phrases Positive phrases Stop calling out becomes “Well done for putting your hand up, Gary.” “I love the way Michelle is waiting for her turn.” Don’t do it like that becomes You can’t play with that becomes That’s far too noisy becomes Do not talk all at once becomes You can’t go out to play yet becomes
- 26. 1. Routines. 2. Modelling positive behaviour and relationships 3. Praise, praise, praise. 4. No space for challenging behaviour - Keep them busy. 5. Catch them doing it right! 6. Proximal praise. 7. Positive reframing 8. Non-verbal cues. 9. A quiet word. 10. Language of choice 11. Take up time. 12. Use the school’s sanctions system. RELATIONSHIPS! REMEMBER! PIP AND RIP
- 27. Make connections: Learning relies on behaviour for learning Use humour –but NOT sarcasm Share something of yourself Find out something about each of them Vulnerability – it’s a strength Negotiation – If you engage in an argument you’ve lost Hold on to the positives! (Really tight!)
- 28. Managing your own reactions: HM Govt Health Warning: THIS IS NOT A QUICK FIX. WITH LUCK THE PERCENTAGE OF THE TIME YOU GET IT RIGHT WILL INCREASE WITH EXPERIENCE DON’T LET IT GET YOU DOWN
- 29. Key words - Relationships - Calm - Consistent - Predictable Feedback Time!
Editor's Notes
- #4: TW Primary, KS3 Complex Needs, KS3/KS4, Medical. Types of support for NQTs. Outreach – The Bridge, ASC Sam Rhodes – Learning Difficulties Richard Cloudesley – Hearing and Visual Difficulties
- #5: TW
- #6: TW & IB by turns
- #7: ‘Apparent needs’: - note girls often don’t demonstrate their needs.
- #8: IB Needs may be a skills gap? It’s not a choice, it’s a skills deficit They’re not doing it because they’re naughty, it’s because they don’t know how to do it differently.
- #9: IB
- #10: Develop the discussion about how and why SEMH can look like: LD, SLCN, ASC, Sensory needs & SLN
- #11: TW
- #12: IB
- #14: Put up during movement break. TW Discussion about Maslow in the classroom – physiological / survival needs incl for ch with sensory differences, FELT safety,
- #15: TW Discussion : where might it go wrong? What might you see? What survival looks like in the primary classroom on tables. How many of these behaviours have you already seen in your classroom?
- #16: Consider alternative causes of each presentation……
- #17: IB Consider effects of children’s inability to demonstrate these skills affects the teacher’s capacity to teach.
- #18: IB
- #19: TW
- #20: TW / chorus
- #21: tw
- #22: TW 100 ways to say well done!
- #23: TW
- #24: TW Positive statements, thank you - Don’t tell them what not to do, please.
- #25: IB Ordering exercise to follow. Don’t move on until the exercise is over!
- #26: TW Ordering exercise to follow. Don’t move on until the exercise is over!
- #27: TW & IB
- #28: IB – Don’t do anything you don’t feel or you can’t follow through….
- #29: TW
- #30: HW