Advance Organiser

1. Advance Organiser

2. Bill Rogers- preferred practices for behaviour management The first theme of Bill Rogers is that teachers need to plan for managing students’ behaviour just as they do for curriculum programmes. This includes the use of prevention, positive correction, consequences and supportive strategies in the classroom The secret of success is the ability to survive failure Noel Coward

3. Respect, responsibility and rights are the triad of relationship building PreventionRelationships • What are our rights? • To be treated with dignity and respect • To feel safe physically and emotionally • The right to learn and to teach

4. PreventionResponsibilities • Consider others rights • Need to teach manners at the start of year • Turn these into routines e.g. how we enter and leave the classroom, chairs under the table… • Remember visual learners and display routines as posters

5. PreventionRoutines • Hard to reclaim • Let kids go and you establish something

6. PreventionRules should be….. ew FEETS ncouraged nforced aught imple

7. PreventionClassroom Rules Collaborate with students- use inclusive language e.g. To feel safe in our classroom we… Copy to parents and principal Publish and visual in the classroom Mainly Positive

8. PreventionTactical Pausing Tactical pause Short rest before instruction Wait until students follow instruction( look this way) before continuing e.g. Looking this way …………… our lesson today is on……

9. PreventionMotivation • Relevant, appropriate and engaging curriculum planning • Set clear expectations about learning, task etc • Cater for the special individual needs of learners in the classroom

10. PreventionBuilding Co-operation Have regular classroom meetings to solve class problems Use teaching strategies that cater for mixed abilities- for example peer tutoring, co-operative learning and grouping students

11. PreventionClassroom environment Well planned room organisation Base seating plan on behaviour Adequate resources Monitor and limit behaviour such as having to wait, task length etc…

12. PreventionManaging noise Monitor noise level Work noise Partner noise Consider a noise meter- class or group reward for keeping with boundaries

13. PreventionPlanned Encouragement • Describe the behaviour • 2. Discuss the impact • 3. Thank them for it • e.g. “You were all quiet going past that room -so their class was not disturbed by noise- thanks” • Positive relationships are the fabric that weaves everything together

14. Positive CorrectionCorrection is planned in advance because behaviour management is an emotional issue • The language to use –what we say and how we say it .The language of respect, care and empathy is the sound that reinforces positive relationships • Balance with the ‘language of encouragement’ • Speak and act in such a way as to minimise embarrassment, undue confrontation and hostility, especially the annoying, frustrating ones • Where possible take the student aside from their peers

15. Positive CorrectionPlanning- least to most intrusive management • Select the best strategy • Manage the correction in the least intrusive way • E.g. a choice, before a warning, before a consequence A theory must be tempered with reality. Jawaharlal Nehru

16. Positive CorrectionNon-verbal directions or cues Privately Understood Signals With some low-level disruption, a wink a nod or a brief stare. It is a form of non-verbal direction that says, “You know that I know that you know”.

17. Positive CorrectionTactical ignoring Primary behaviour is the primary disruption Avoid arguing or ‘feeding’ ‘secondary behaviours’ or side issues (where possible) Tactical ignoring of some behaviours especially secondary or attention seeking behaviour

18. Positive CorrectionTake-up time Demonstrates expectation Is the cue when we turn aside, or walk away, after having given a direction Enables trust, and maximises face saving

19. Positive CorrectionMoving around the classroom Standing/sitting close to the disruptive student or group

20. Distractione.g.Ask a student not concentrating a question or give them a job Positive CorrectionThe D’s- Descriptive reminderse.g. “Samuel you are talking” Defusingpotential conflict using repartee and humour e.g. “You are not our normal teacher” Teacher replies “There are no normal teachers, Sally” reDirect Simple behavioural directions, “Kale walk thanks” Direct questionsDon’t ask why questions, ask what, how, when questions e.g. “Sam, what are you doing?” Sam answers, ”Talking to Sue” Teacher replies, “What should you be doing?”

21. Positive CorrectionConditional directions By rephrasing the negatives we can make the direction more invitational in tone Whenyou have …. then youcan….. e.g. “Whenwe have written the notes in our booksthenwecando the experiment”

22. Positive CorrectionRule reminders Keep positive : E.g. “Jade- what’s our rule for asking questions?” or “Cane you know our rule for listening …use it thanks.”

23. Positive CorrectionPartial agreement Partially agree with the student and then refocusing back to the required behaviour It’s an acknowledgement of the student’s argument E.g. “Maybe it is a dumb rule but I’m asking you to put your mobile in your bag and turn it off”

24. Positive CorrectionChoice, Direction Direct students to responsibility for their own behaviour by using language that emphasises the student’s choice rather than the teacher’s threat e.g. “Jade put your pack of cards in your deskor on my table” e.g.2“Work quietly hereor I’ll have to ask you to work separately”

25. Positive CorrectionWhen you are angry… Only get angry over serious issues No emotional brow-beating, sarcasm and cheap shots Assertion rather than verbal aggression Use ‘I’ language – “I’m angry about this because….” Focus on the behaviour or issue rather than the student Use cool off time or timeout for a short periods Engaging in repairing and rebuilding at a later stage Don’t publicly argue with student -one on one is best

26. Test for all consequences Consequences Is it reasonable? Does it keep the respect intact? What does the student learn from it? Is the consequence related to the behaviour? E.g. A student using scissors to scratch a desk has to stay back and sand desk

27. Follow up withStudent Consequences Consequences are part of the rights, rules and responsibilities framework Studentsbehaviour is achoice‘You own your own behaviour…’ ‘Consider other people’s rights…’ Describe the purpose of the consequence (to highlight accountability) Always follow up and follow-through with students beyond class time Emphasis thecertaintyrather thantheseverityof the punishment

28. ConsequencesFollow-up Acts as a deferred consequence when a student has not completed a task Some behaviour consequences will need to be deferred until after cool-off time May involve repairing and rebuilding Establish a school wide approach for the use of consequences for common rule breaking behaviours

29. Supportive strategiesEstablishing effective relationships does not just occur in the four walls of the classroom Seek colleague, and parent support when we are struggling with a student, or a group or a whole class.