Behaviour management TS7

1. Behaviour managementTS7 Starkey tries teaching

2. Aims • To consider what is good practice in behaviour management • To decide on appropriate ways of handling different behaviour scenarios • By the end of this session you will have learnt positive behaviour management strategies and tools.

3. Reflecting on the past • What was your best teacher like? • What did she do to promote a successful working atmosphere and good behaviour in lessons? • Were you aware of the line that should never be crossed? • Was she strict? • Was she fair?

4. Contrast this with: • What was your worst teacher like? • How did he or she behave? • What things did she say or do? • What sanctions did he or she use? • Were there any triggers that provoked behaviour?

6. Unacceptable behaviour is minimised when the teacher: -Plans interesting lessons with varied activities. -Aims to personalise learning for each student -Challenges each student -Encourages a culture of achievement and a positive, safe environment

7. Pause and share • In groups of 2/3, discuss your present concerns regarding behaviour management.

8. What behaviour problems? 90% of problematic or off-task behaviour I observe is due to issues with planning? Disclaimer: Imprecise Elicia statistics used and therefore not to be quoted in assignments

9. Effective classroom management starts with: A controlled entrance into the classroom • Whatever has gone on outside of the classroom stops as from now. • It reminds pupils of your expectations/ rules/ routine. • It establishes your presence and control in the room.

10. It continues with: A prompt start to the lesson. • Beware of prolonged talk about matters which are unconnected to the lesson, some pupils are experts at delaying tactics! • Beware of entering into a conversation with one pupil, what are the others supposed to do in the meantime? • Beware of long conversations with the whole class, pupils need to be on task from the start or they become restless.

11. Effective classroom management occurs when: The teacher relates to the pupils • Be polite, pleasant, show them you care! • Encourage them, praise is a great motivator! • Praise and recognition! Remember: Smile and the whole world smiles with you.

12. It occurs when… • The lesson is thoroughly planned, • The timing of activities is controlled and managed effectively, • There is a clear starter, a meaningful sequence of activities, a clear plenary to recap what has been learnt/practised, • Pupils are not rushed to pack away at the end of the lesson, • There is a controlled dismissal of the class, a controlled exit from the classroom and pupils have a sense of achievement.

13. The Ginott Model • This model concentrates on the communication between teacher and student. • This approach concentrates on trying to understand the student's feelings. Teachers are encouraged to foster student autonomy and try to help students take responsibility for their actions.

14. Elicia will play ‘The Teacher’

15. Strategy - positive use of language • Separate the person from the behaviour • Say the pupil’s name first • Finish with a ‘thank you’ • Establish eye contact • Say it positively • Reinforce with praise - catch them getting it right

16. Factors which affect classroom management Number 1: • Be enthusiastic, show a genuine passion for RE. Teaching is not just “a job” to be done, a means to earn a wage. • Learn your pupils’ names and make them feel valued.

17. What about the lesson? • In small groups, discuss aspects, organisation, planning, preparation and delivery of a lesson which have an impact on classroom management.

18. Factors which affect classroom management Before the lesson, the teacher: • Knows the lesson’s objectives, the sequence, the activities pupils will do, key words etc • Will plan carefully for the lesson, using a variety of interesting activities • Will micro-plan so that there are no gaps for pockets of off-task behaviour to occur. • Will build on previous work and differentiate so everyone is challenged. • The lesson will have a good pace.

19. Factors which affect classroom management Organisational factors: The teacher needs to: • Needs to ensure all the resources are ready/ functioning before the lesson starts (check the hyperlinks work etc). • Be in the room before pupils arrive. • Consider the time of the day when the lesson takes place and which lesson/ subject pupils had before. • Ensure you have an inclusive classroom. • Be flexible. Stop an activity if it is not working as you had planned. Watch, be aware and think on your feet!

20. Factors which affect classroom management The teacher presents herself carefully: • Shows confidence through his voice. Do not reveal that you are unsure about how to react to a situation. Practise controlling your voice. • Presents himself/ herself neatly (body hygiene is important!), • Uses appropriate body language and stands “tall”, • Shows respect to the pupils, is pleasant!

21. Factors which affect classroom management During the lesson the teacher: • Talks from various parts of the room, not just from the front, • Is aware of the whole class at all times, notices minor misbehaviour, promptly moves towards it and deals with it without interrupting the flow of the lesson, • Is active, interacts with pupils at all times rather than sitting down at his/ her desk and asking pupils to “get on with the work”. Buy a clicker if you find yourself stuck to the IWB.

22. Factors which affect classroom management When managing the class the teacher: • Is fair but firm and consistent, • Keeps calm at all times, even when pupils seem to keep making the same mistakes! • Encourages pupils to do their best at all times, encourages them to aim to achieve their full potential, • Does not use sarcasm, does not mock individuals, does not punish the whole class when one pupil misbehaves.

23. Factors which affect classroom management The teacher needs to: • Catch pupils being good! Reinforce positive behaviour. Beware of giving all your attention to the few pupils who misbehave. Tell pupils when they are doing something well. • Use the school’s reward system (give merits, commendations, etc…) and the sanction system (detention policy, referrals to HOD, HOY). • Avoid confrontation/ escalation of minor misbehaviour. Some pupils need to be cajoled to get on with their work!

24. Factors which affect classroom management Teachers need to model respect: • Writes clearly and neatly on the board/ in pupils’ exercise books/ on pupils’ worksheets, • Looks after pupils’ property (i.e when taking exercise books away to mark), • Be professional at all times.

25. Factors which affect classroom management Teachers need to monitor the classroom environment: • Pay attention to classroom displays, keep them up to date, free of graffiti, dirt or tears. • Ensure the room is tidy, there is no litter in the room, insist that pupils care for their environment too! • Be aware of the temperature in the room, fresh air is essential!

26. But what if they still misbehave ?

27. Recap: The Least to Most Intrusive Intervention • Tactically ignoring • Eye contact • Physical proximity • Simple direction/distraction/redirection/questioning • Choice • Warning • Sanction e.g. detention • Time out • Reinforcements from SLT!

28. Strategy - stick to the primary behaviour • Remember what the real issue is • Secondary behaviours are often the source of conflict • why don’t you tell him? • You’re always picking on me • Take responsibility for managing your feelings • Keep restating the primary behaviour

29. Three styles of behaviour management The National Strategy can help you!

30. Strategy - partial agreement • This de-escalates conflict • There is an agreement but within defined boundaries • I want to go on the computer • I will write your name on the board immediately so we know you are next, but right now I need you to...

31. Strategy -offer of choice • This is for a student who becomes embroiled in a conflict and can’t get out. • Offer choices of work and places to work • I see that you feel unable to work with Jemima. That is a pity. You can either work with Jemima or work on this table at the front. • Emphasise that the student has control over the choice and hence the consequence. • Needs to be a real choice not just a threat of punishment.

32. Scripting • A student enters the classroom and refuses to sit where you want him to • Two students continue to talk over your introduction to the lesson when you have asked them not to once • A student refuses to do the work set for the lesson • A student is chewing gum • One student cusses another’s mum, others in the class laugh

33. Broad guidelines • Retain control of the conversation • Keep calm • Return student to the task as quickly as possible • Minimise aggression of both parties involved • Condemn the act not the person • Make interventions, instructions and statements clear and unambiguous • Work within a consistent school disciplinary framework • Reinforce simple rules at very regular intervals • Highlight success by using reward and praise • Focus initially and primarily on students who are ‘getting it right’ and point this out to the rest of the group

34. Styles of conflict resolution • Fight • confrontation (results in win/lose situation) • Flight • avoidance (results in low level of satisfaction) • Diffuse • temporary alleviation of situation • Negotiation - can be a win-win situation if done carefully.

35. So, how do we implement class management in RE lessons? What specific behaviour problems might we encounter in an RE lesson? What are you going to take away from this session today? Choose from either: 1) Write a top ten tips guide for trainee teachers 2)Write a behaviour management rap 3)Make a two minute video demonstrating top tips You may do this work individually or in groups up to three.

36. Have we met our aims? • To consider what is good practice in behaviour management • To decide on appropriate ways of handling different behaviour scenarios • By the end of this session you will have learnt positive behaviour management strategies and tools.