Managing Children’s behaviour in the Playground

1. Managing Children’s behaviour in the Playground Course Introduction: This course is suitable for welfare assistants and members of mid-day supervisory teams. It provides an introduction to positive behaviour management in the playground, including tips for supervision, safety, child development, team work and recognised good practice. It provides an opportunity to share good practice and reflect on possible practical improvements in the delegates’ own schools. Objectives * Explore the links between the course materials, the Five Outcomes and safeguarding children * To have reflected on current behaviours and their possible causes * To have ideas for improving supervision & safety - interest and enjoyment - children’s development - children’s ability to self-manage - rewards and sanctions - behaviour management - skills and strategies within the team Participants will learn well-researched ways of managing children’s behaviour and share experiences to improve playground behaviour. By the end of the session, participants will * have confirmation of 'current good practice'  * have discussed issues and have ideas for ways of making practical improvements  * have rehearsed ways of managing behaviours in the playground  * understand the value of a positive approach to children

2. Managing Children’s Behaviour in the Playground Introductions.... Your trainer Do you know each other?

3. Skills Active Overview: Access Training is accredited by SkillsActive and has signed up to its national Code of Practice SkillsActive “quality assure” the training. This training may be useful, or even count towards, other qualifications, such as NVQs.

4. Managing Children’s Behaviour in the Playground: Objectives • To have reflected on current behaviours and their possible causes • To have ideas for improving • Supervision & Safety • Interest and Enjoyment • Children’s development • Children’s ability to self- manage • Rewards and sanctions • Behaviour management skills and strategies within the team • Participants will learn well-researched ways of managing children’s behaviour and share experiences to improve playground behaviour. • By the end of the session, participants will • Have confirmation of “current good practice” • Have discussed issues and have ideas for ways of making practical improvements • Have rehearsed ways of managing behaviours in the playground • Understand the value of a positive approach to children

5. How does this course support The National Picture? • The Five Outcomes: • be healthy • stay safe • enjoy and achieve • make a positive contribution • achieve economic well-being. • Safeguarding Children • The National Anti-Bullying Charter & National Guidance

6. Ingredients for success Relationships Supervision & SafetyInterest and EnjoymentChildren’s developmentChildren’s ability to self- manageRewards and sanctionsTeam management Behaviour, instructions,

7. Relationships The critical one. Get this right and the rest becomes easier! Activity 1: Mrs Granny Smith, Mrs Fayreand Mrs Bulldog

8. Relationships • Work on 10/10 for activity 1 • Know the children • Listen, show an interest • 2-way responsibility, respect, self esteem • Clear boundaries, instructions, consistency • High but realistic expectations • You can influence, but not control others

9. Supervision & Safety • A primary duty is to ensure safety • Consider: • Size of playground, number of children, number of staff, environment, blind spots, play opportunities • Systems / practices that improve safety

10. Interest and Enjoyment • "Idle hands are the devil's tools“ • Variety • Interest • Equipment & Environment • A staff team with suitable skills • Interest versus Safety!

11. Children’s development • Children’s development: • Physical • Cognitive/Intellectual • Social • Moral • Spiritual • Emotional • Identity • Self-Management Skills

12. Self-Management • Coats, shoes • Games & activity equipment • Buddy schemes & caring for each other

13. Rewards and Sanctions • Rewards • Do change behaviour • Must be given fairly, for a reason – not as a bribe • Once awarded cannot be taken away • Emotional rewards trump all other rewards • Sanctions • Do not change behaviour • May limit a behaviour to buy time to modify it • Certainty of a sanction is more effective than its severity • Plan for escalating levels of sanction • Always warn of sanctions as a choice

14. A Positive Approach, Rewards and sanctions • Remember 20:1 ratio! • Draw attention to what you WANT • Model what you WANT • Praise what you WANT • Rewards usually work better than sanctions • CONSISTENCY is essential • Work on behaviour management skills and strategies within the team

15. Team & Individual Management • Positioning • Body language • Positive boundary setting • Private words • Refocus children using questions • Use of “time out” • Use of children • High expectation of compliance

16. Team & Individual Management Further management techniques: • Instructions and commands • Behaviour tips & strategies • Planned Ignoring

17. Make commands short and clear Consider sign supported cards Give one command at a time Be polite – model “mutual respect” Avoid threats. Use promises Avoid ‘stop’ commands; use ‘do’ commands Use the ‘when-then’ rule Support each other – “Ear Lobe Support”! Encourage child’s problem solving Instructions and commands

18. Current behaviours and possible causes Social Learning Theory: • Positive reinforcement • Negative reinforcement • Rewards, Sanctions, Punishment • Learning by observation of action and response • “No child misbehaves for no reason”

19. Observing and Understanding behaviour A – Antecedent B – Behaviour C – Consequences

20. Active praise Good communication including active listening Identify target behaviours and set measurable goals with child Planned ignoring Warnings State clear consequences for misbehaviour Any reprimand needed is given in private Note ABC then alter ‘triggers’ to avoid repetition Time-out (Health warning!!!) Response cost Quiet areas to gain self control Self-management training Anger management Problem solving training Strategies to enhance good behaviour

21. Can be effective if not over-used. Most children like to be noticed. Thinking of safety, before using the technique, decide: What can be ignored? For how long? When can it be ignored What will you do next if the planned ignoring does not work Will you go for “Immediate ignoring” or “Informed ignoring”? Immediate Ignoring: You ignore the behaviour and focus on others who are doing the right thing You acknowledge the compliant behaviour if/when it occurs Informed Ignoring: You tell the child that you will help as soon as they are doing as required You then turn away, ignore them & focus on others who are doing the right thing You acknowledge the compliant behaviour if/when it occurs Planned Ignoring

22. General Tips • Keep cool. • Think adrenaline, tone of voice, body language, humour, diversion tactics • Keep perspective • Most do behave most of the time. • No child misbehaves “for no reason”. • The trick is to work out what the reason is and have the wisdom to know that the behaviour may be deep-seated • Train them early. Train them to be responsible.

23. Problem Case Studies • Behaviours you have experienced • Challenging • Withdrawn • Inappropriate • Bullying • Examples of other behaviours

24. Headings for Action Plan • Name of school Date • Priorities for change • What might you want to experiment with in order to improve effectiveness? • Agreement about any common approaches you are ready to adopt • Agreements re: • commitments to any further explorations/piloting of change • identify any support you need • How will you track your progress and share experience? • Date of review

25. How can we now better support The National Picture? • The Five Outcomes: • be healthy • stay safe • enjoy and achieve • make a positive contribution • achieve economic well-being. • Safeguarding Children

26. Questions & Further Help • Access Training: www.trainyourschool.co.uk • 229 Scraptoft Lane, Leicester LE5 2HT • 0116 241 5801 • Tear-off slip at bottom of evaluation form • Resources: Handouts & ideas for further reading

27. Conclusion • ACTION to improve behaviour and learning during outdoor playtimes • Evaluation Sheets • Certificates • Notes, Bibliography, Web Site • Action Plans

28. Managing Children’s Behaviour in the Playground: Objectives • To have reflected on current behaviours and their possible causes • To have ideas for improving • Supervision & Safety • Interest and Enjoyment • Children’s development • Children’s ability to self- manage • Rewards and sanctions • Behaviour management skills and strategies within the team • Participants will learn well-researched ways of managing children’s behaviour and share experiences to improve playground behaviour • By the end of the session, participants will • Have confirmation of “current good practice” • Have discussed issues and have ideas for ways of making practical improvements • Have rehearsed ways of managing behaviours in the playground • Understand the value of a positive approach to children