Advanced Classroom Management

1. Advanced Classroom Management Kay Morris & Helen Harris

2. Objectives of session • Explore assertive options for diffusing conflict • Explore methods to change behaviour pattern as a result of your approach • Establish a standardised approach to dealing with behaviour issues

3. Scenario discussion Classroom incidents – aiming to respond rather than react Styles of responding Consider the following classroom situation: Josh grabs Craig’s mobile phone and appears to hide it from him. Think about the following options for the teacher: 1. ‘Josh, stop being childish and give Craig his phone back.’ 2. ‘Josh, we ask before borrowing in this classroom. Craig why have you got your phone out’ 3. ‘Josh, you’re quite able to get on with your work, so return Craig’s phone and let him put it out of sight and he can do the same.’

4. Options These three simple options have both similarities and differences. They are similar in that they all indicate to Josh that the teacher has noticed his behaviour and decided it is inappropriate. In that sense they may all serve to mark a boundary on behaviour. But they also have differences: 1. has elements of judging the person, negatively 2. points to an agreement previously made 3. refers to responsibilities in learning.

5. Impact: The impact of these different styles, if generalised over time, can be quite marked. Style ‘1’ can be counterproductive in terms of improving behaviour because it may build up resentments; it may be the style of the ‘deviance-provocative teacher’ Style ‘2’ can be effective if it is set against a background of making and reviewing agreements regarding classroom behaviour. Style ‘3’ makes the important link with what we aim to achieve in classrooms, it reaffirms our purpose. But style ‘1’ is quite prevalent in our classrooms and the most frequently occurring teacher comments are very brief: ‘Stop it’ and ‘Shut up!’

6. Activities Scenarios • Look at 2 scenarios • And view... • Restorative justice clip • http://archive.teachfind.com/ttv/www.teachers.tv/series/secondary-management.html • What would you do? • groups work/discussion

7. Dealing with a late arrival to classScenario 1 You have just started the introduction to a lesson and a student arrives late. A. How do you respond so that there is minimum interruption to your lesson? B. What do you do to follow on?

8. Scenario 1 - Solutions A • Late sheet / book • Outcomes sheet with reading activity given to them • Late table • Have a planned activity ready for them to do to catch up B • Keep learner behind at the end of the session to catch up on valuable missed work. Take them into library if room not available • Keep a note for next session – 2 lates have discussion about ground rules. 3 lates report to course personal tutor, needs to be consistently followed through. Suspension is an option – use it!

9. Responding to a student who refuses an instructionScenario 2 You tell a student who is disturbing the work of others to concentrate on their task. The student continues to be disruptive. A. How do you respond? B. What is the follow on?

10. Scenario 2 - Solutions • Move to the student and repeat the instruction • Question the student to engage them

11. Quote “Professionals who behave confidently and who give the impression that things are under control are less likely to be assaulted or to witness assaults.” Discuss...

12. Responding to aggressionassertively Aggression comes in many forms Direct physical aggression towards classroom staff is comparatively rare. When faced with direct aggression, the two main responses are ‘fight’ (returning the aggression) or ‘flight’ (non assertion). These may seem natural, or indeed sensible in evolutionary terms, but it is possible to develop a new response – learning to respond to aggression assertively so that you retain control of your own behaviour. When developing this response as an addition to our repertoire, two connected things become noticeable. First we often predict that we will get a violent reaction to our assertive response. This is inaccurate. Second, our predictions shape our range of behaviour, this can be in either a limiting or expanding fashion.

13. How can I get myself toreact less? Here it is worth considering the fast sequence which occurs when we’re faced with any incident. It starts with the lower part of the brain firing off some very quick feelings. Then follow the higher parts of the brain which bring in a range of considerations and previous experiences. Finally, we decide what to do and act. So, with emotionally intelligent behaviour, the sequence is:

14. Feel –Think - Do Remember or anticipate a situation where you were on the receiving end of someone else’s aggression. Try to notice your own ‘inner dialogue’. This may be very brief, but can have strong effects, both on how you subsequently feel and on your range of possible behaviour. You can practice spotting this and its effects. Here are some examples: Inner dialogue Possible feelings Possible behaviour 1. ‘Who does he/she think he/she is?’ Anger Aggression 2. ‘How could he/she behave like that?’ Hurt Non-assertion 3. ‘This looks nasty, I’d better go along with it.’ Fear Non-assertion 4. ‘He’s getting annoyed but I’ve seen this before.’ Calmness Assertion

15. How do you deal with... • Aggression • Defensive behaviour • Activity -Brainstorm This is a paper exercise so be honest here (quiet reflection)

16. A Typical behaviour issue............. • Learner starts to eat lunch (crisps and a sandwich) • Teacher - asks him to stop eating and return food to his bag. • He refuses and continues to eat and he rebelliously puts his feet up on the table • Teacher - repeats the request and is ignored once more • What would you do????????

17. What if your assertive approach doesn't work • Ask them to leave the room???? • Call for help???? How can you do this?? • Team approach ??? • What can you do to assist the individual teacher(team approach)??? • Involve security staff??? • What are your realistic option here?

18. Hold a meeting....... Example area : Sport Studies Wider College: What are the typical behaviours in your area Discuss how this approach could work in your area On meeting sheet identify key people that would be willing to support the process Outline the process to tell others in your team • Establish a plan for a standardised approach to manage unacceptable behaviour • Hold a team meeting • You can choose to deal with one area or your college as a whole

19. Meeting minutes Record of Meeting Date 9th May Start Time  : End Time: Venue : Agenda: • Process • Roles/timetabling  • Communication   • Routes and responsibilities  • Monitoring • Strategy  • Standardised approach THINK ABOUT - Problems/Queries/Solutions

20. Your team approach • Actions and outcomes planned • Team accountability • So what?????

21. Next steps... Sport Wider College What have you identified What have you planned Who do you need to speak to next TLA support Restorative justice – pilot Induction plans Sustainability - evidence • Arrange next team meetings • Evaluate strategies and action put in place • TLA support • Think about the wider members of the team • Restorative justice – pilot • Induction plans • Sustainability - evidence

22. IF TIME

23. There are classic errors that teachers make when it comes to instilling order in the lesson ......but happily they can be remedied.

24. Discussion points • Attempting to control a class • Taking poor behaviour personally • Criticising the person rather than the behaviour • Not giving a learner a second chance • Making threats • Inconsistent approach

25. Extra resources • Some slides are good for discussion and further support during workshops • If used in the workshop they need to be broken down further to avoid a formal presentation

26. Attempting to control a class • You cannot control anybody else’s behaviour but your own. • If teachers are determined to control lesson interactions become hostile • Increasingly demanding with a heavy reliance on punishment. Highly effective teachers seek to influence and manage learner’s behaviour.

27. Taking poor behaviour personally • All behaviour is purposeful - it attempts to either gain something, usually peer kudos or attention, or not lose something, usually saving face in front of their friends. You can avoid this by: • Modelling the behaviour you want rather than react to the behaviour you’re getting. • Looking to find solutions to behavioural issues in a professional and measured way • Managing your emotions and being optimistic that a way forward will be found in time. • Keeping things in perspective; remember the things you do well and avoid focussing on things that have gone badly.

28. Criticising the person rather than the behaviour • Really effective relationships are built on distinguishing what someone does - their behaviour -from the actual person. For example, if a teacher says: ‘Don’t be so spiteful!’ the learner will feel personally attacked. • Criticising the specific behaviour is a more effective strategy as it gives pupils an opportunity to learn and modify their behaviour. The same teacher could say instead, ‘Mocking Chris is hurtful behaviour.’

29. Not giving a learner a second chance • If a learner behaves poorly give them a chance to start afresh. If you don’t allow learners to make amends it can limit their relationship with you and damage their self-esteem. It’s also unlikely that there will be any positive change.

30. Making threats • If you make threats of any kind or personal, derogatory remarks, this can only lead to a hostile relationship, damaged self-esteem, and worsening behaviour. • Threats tend to have an intimidating and bullying tone and are often said in an emotional way

31. Inconsistent approach • Often this presents as giving warnings or sanctions but not carrying them through or applying sanctions and then letting learners off

32. Good advice ... • read on a regular basis to remind you how to remain professional and reinforce your own good practises of being positive and a good role model • It is always good to revisit your behaviour management techniques