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Behaviour Management Contributed by Muntazir Rai

Behaviour Management Contributed by Muntazir Rai I have used this system with 12 year old students and it has worked so far. They see me as a person that can also make mistakes and they feel better when participating, when they do something wrong, etc. .

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Behaviour Management Contributed by Muntazir Rai

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  1. Behaviour Management Contributed by MuntazirRai I have used this system with 12 year old students and it has worked so far. They see me as a person that can also make mistakes and they feel better when participating, when they do something wrong, etc. All resources in the "Contributions" section of our resource bank have been submitted by delegates on our Taking Care of Behaviour Online course. For more information about this practical, self-paced course, please visit: http://www.pivotaleducation.com/taking-care-of-behaviour-online/

  2. Behaviour Management

  3. Divide the subject into 2 • Behaviour enforcement (consequences, strategies, personalise, scenario activity) • Positive behaviour management (techniques and tips, consistency, positivity, rephrase activity)

  4. Behaviour Enforcement • Consequence ladder – C1, C2, C3, C4 • Yellow card, Red card, extra time, Man of the Match • 3 strikes, traffic light…do what fits you! • Make sure they get it and know what is expected • Firm, fair and consistent

  5. Strategies • Know how to use your system – don’t be a dictator or too quick to give a consequence • Avoid confrontation, arguing • Shouting and sending out – not always effective

  6. 3 real scenarios • A boy with known anger management problems comes into your class clearly angry/upset, after a bad look from another pupil the boy gets up and starts punching him. • A girl (high set for maths) is very disruptive in lesson, often on purpose to annoy you and then gets rest of the class talking. • Relatively small class (15) will not be quiet and constantly talk all the time and do not follow instructions first time

  7. Praise and Rewards • Have a system or strategy in place which rewards difficult pupils for good behaviour and work, but also remember the ‘naturally’ good ones too!

  8. Tips and strategies • Behave in the same way you wish them to behave – calm, polite, respectful, considerate, fair. • Don’t instruct all the time, rather make it a choice that they make • Tactical ignoring • Consistency is key!

  9. Positivity • Don’t, can’t, shouldn’t, won’t, stop… • Body language; they feed of you – relax and be positive • Turn orders into polite instructions to win them over and avoid confrontation.

  10. Turn these statements around so they are more positive • Why won’t you stop talking? • If you don’t do the work then you won’t go to lunch • Why can’t you pay more attention and not talk as much? • You shouldn’t be doing that!

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