400 likes | 570 Views
DEALING WITH DIFFICULT BEHAVIOUR. Presented by Lynda Keward. Why Manage Behaviour?. Obvious but ….. To create a climate where learning can flourish To protect basic rights – safety, respect, self-esteem To set boundaries within which students can feel successful and achieve
E N D
DEALING WITH DIFFICULT BEHAVIOUR Presented by Lynda Keward
Why Manage Behaviour? Obvious but ….. • To create a climate where learning can flourish • To protect basic rights – safety, respect, self-esteem • To set boundaries within which students can feel successful and achieve • To teach students how to interact with others
Influences on Behaviour There are many influences on the behaviour of students – and lecturers! Some of these we, as educators, cannot change, but our behavioural planning can minimise any negative impact. • Emotional baggage • Home circumstances • Low self esteem • Labelling and expectations • General learning difficulties
Influences on Behaviour (contd.) • Specific learning difficulties • Lack of motivation • Work tasks • Environmental factors • Group dynamics • Relationships with staff • The weather
Motives Behind Students’ Misbehaviour • Revenge • Attention • Control • Concentration • Esteem
Classification of Students • Good as Gold • Behave well regardless of classroom environment • Movers and Shakers • Behaviour dependant upon classroom environment • Students beyond • May present challenging behaviour regardless of the classroom environment
Conditions For Students Maximising Their Learning • They are secure, happy, welcomed, stimulated in the environment • They are seen to be valued • They are feeling confident • They are familiar with classroom rules and routines • There are clear expectations and explanations • There are purposeful, challenging and motivating activities. • It is memorable • A positive approach is used • Fun is promoted • The tutor is supportive and gives guidance • They feel they are improving their skills
The First Four Weeks • This is when the group is formed • Students start with a lot of ‘baggage’ • Baggage is a belief • Beliefs can be changed • Student research shows that they want the parameters of behaviour to be set in those first four weeks
Changing limiting beliefs • The structure of changing beliefs is as follows: • Students begin to notice counter-examples of the old belief which they cannot refute • This gets them to start to doubt the old belief • They finally find enough counter-examples to finally disbelieve the former belief • They start to open up to the idea of a new way of thinking about the old experience • They start to believe the new belief • The new belief solidifies
Ways to change beliefs include: • Reframe their past failures as mistakes rather than a statement about their ability e.g. they simply have not learnt some of the skills that other people have and IT’S NOT THEIR FAULT – NOBODY TAUGHT THEM • Give them a demonstration of new skills such as spelling a word from right to left • As they perform new skills tell them ‘as you are now learning new skills you can learn easily’ • Treat them as if they were different already and continue to reinforce the new belief that they can learn
Being positive is important (1) • Emphasise positive statements: • “Wayne, look this way please ; thank you” • “Remember to walk on the corridor, it is much safer that way; thank you” • Rather than: • Wayne stop talking and turn around” • “Oi! Stop running!”
Being positive is important (2) • Use regular and sustained use of praise and rewards. • A smile, a thank you, goes a long way • Try to redirect students towards success rather than highlighting their mistakes • Please at the beginning of a sentence is a plea but at the end of a sentence it is a command
How can a positive relationship be built up with students? In a general sense by: • Showing an interest in them as individuals • Listening to their point of view • Giving responsibility • Maintaining their dignity and self esteem when you are correcting them • Treating them with respect • Having high expectations of them
So, who is responsible for behaviour management? • Every single lecturer at all levels, but especially the lecturer in the classroom. • Effective lecturers understand that they cannot control the behaviour of students but they can influence it. • They also recognise that when that influence occasionally fails, they can manage the choices that the students then make with clearly defined consequences.
What do you notice? • 2 + 3 = 5 • 4 + 5 = 8 • 3 + 4 = 7 • 5 + 6 = 11
As teachers we look for mistakes • In behaviour we need to look at what’s right and reinforce that • Therefore, in the previous example – we could say three right and one nearly right instead of one wrong
Common Mindsets • Students naturally know how to learn in the classroom • Students should behave like adults and be independent learners • What ever we do some students will fail and/or do poorly in college
Developing an Adult Code of Conduct • Discipline is not a matter to be left to “pastoral staff” or senior management. It concerns all lecturers. It is essential that they work together as a team, and carry out all duties effectively. • Discipline becomes a major problem only if they relax their standards. • Lecturers are the adults in the college, and once they have stated their expectations, they must, by example and positive action, see that their standards are maintained.
Essential adult behaviour • Appear confident in all situations • Be quick to support colleagues with a range of strategies • Always appear calm and in control • Be pro-active in creating a positive atmosphere • Find something good in every student • Try very hard to be consistent • Be absolutely prompt to lessons and appointments with students
YOU CAN MAKE A DIFFERENCE • What you do will determine whether or not the vast majority of students will behave or misbehave
Highly Desirable Adult Behaviour • Think about your body language and facial expressions • Think about what you wear - clothes can affect your confidence and how others view you • Be professional and aware of the boundaries between you and students • Smile genuinely as much as possible • Vary the pitch and tone of your voice • Use praise:criticism in the ratio of 3:1 • Use humour to defuse situations • Have self-belief that you can really have an effect • Be prepared to apologise and give ground • Interact positively with students outside lessons
Undesirable Adult Behaviour • Do not: • Criticise the person, only the behaviour • Humiliate a student particularly in front of others • Use sarcasm • Insult students, their parents or make personal derogatory comments • Nag individuals or groups – keep it short • Be unnecessarily confrontational either verbally or with body language • Shout at individuals or groups • Punish groups of students for the misbehaviour of a smaller number
Planning the lesson Before planning a lesson think about the following: • What is this lesson about? • How does it relate to what is important to the student? • Where will they use it? • What will the learning do for me? • When students get satisfactory answers, interest is activated. If they or you can’t find an answer to any of the questions they have a legitimate reason not to be interested
Setting up the Lesson • Establish rapport • Create curiosity • Try and begin with relaxation and laughter • Provide the structure – where, when and how they will behave • Presuppose success
Starting a Lesson (1) • Be punctual • Set high standards at the outset • Don’t make students queue up in the corridor – get them into the room • Keep the number of times you exert your authority to a minimum, but when you do impose your will, you must succeed • Put handouts/textbooks on the front desk and encourage over time the students to collect them as they come in.
Starting a Lesson (2) • As they are coming in don’t engage in any discussion or argument about pens/books/coats/materials – just say sit down, or use hand or eye signals • Only when order has been established (by perhaps taking the register) do you then deal with problems or issues – you are organising and directing, not haphazardly responding to disorganised pupil demands. • Have a counted stock of pens, pencils etc available for pupils to use. • THROUGHOUT YOU ARE IN CONTROL
Teaching (1): • Be on your feet – take command of your space • Act confidently, even if you don’t feel it • Regularly praise, clearly and overtly – throw out “nuggets” of praise • Make sure the lesson is properly planned and pitched • Be aware of the Special Needs of those students in the class
Teaching (2) • Think about where it is best for all students to sit (be aware of prior attainment data/target grades and seat accordingly) • Physically hold-up examples of good work and draw everyone’s attention to it • Regularly check that your instructions have been understood • Aim to have a personal contact with every student every lesson
Teaching (3): • Rather than bawl-out a naughty student – physically go close to the student and almost whisper the admonition (the rest of the class will go quiet to listen, and the student is unlikely to “answer back”) • Later, once that student had done something good, give praise in the same way, with a whisper. He/she can have the overt praise next time
Teaching (4): • Don’t allow yourself to be interrupted – unless you can deal with the matter quickly • Involve other adults in the room openly • Make use of support mechanisms/chains of command if necessary – this again demonstrates your confidence
In Reality the Most Challenging Students Receive Least Praise • A student needs encouragement like a plant needs water. Unfortunately those who need encouragement most, get it the least because they behave in such a way that our reaction to them pushes then further into discouragement and rebellion.” Rudolf Dreikurs
Finishing (1) • Always plan to have a winding up phase – a plenary. The students grow to expect it. • Anticipate if a student is not completing enough work during the lesson, rather than judge at the end. • Don’t threaten at the end to keep him/her behind – issue the threat earlier. Give them time to remedy the situation. Point to the clock – 10/15 minutes from the end.
Finishing (2) • Minimise the time for clearing up – do a lot of it yourself as they are working • Dismiss them in an orderly manner, not necessarily in silence. • Don’t be pedantic or authoritarian just for the sake of it.
Little Pointers • Remember we are all the decisive element! • Believe you can make a difference • Be calm • Plan for behaviour both good and bad • Avoid knee jerk reactions to criticism • Don’t take inappropriate behaviour personally • Focus on what the students should be doing • Avoid focusing on secondary behaviours • Be non-confrontational • Give students escape routes – a way they can back down • Be consistent • Be positive