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A warm welcome!

Difficult Student Behaviour and Savvy Ways to deal with it. A warm welcome! “Today is dedicated to a group of exceptional individuals who strive to make a difference for kids and educators. You understand the right kinds of messages all kinds of people in schools need to hear.

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A warm welcome!

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  1. Difficult Student Behaviour and Savvy Ways to deal with it A warm welcome! “Today is dedicated to a group of exceptional individuals who strive to make a difference for kids and educators. You understand the right kinds of messages all kinds of people in schools need to hear. You understand the essence of academic, social and emotional competence, and how it connects young people to peers, to learning, to school, to dreams and healthy futures.”

  2. Tough to escape the past? Students who are punished often have revenge fantasies that interrupt true remorse for what they have done. They are not given the opportunity to make amends. Punishment clears the ledger and allows re-offending in the future without attendant feelings of guilt.” Ian Lillico, 2004

  3. 1947 style http://www.youtube.com/watch?v=oMYmaZm74k4

  4. Tough to escape the past? “The detention system just doesn’t work” You’ve got aPENAL

  5. “Teachers have barely changed teaching methods over the past 200 years ... we have a long history of innovation but it rarely touches but a chosen few.” Hattie, Visible Learning (2009), p 254

  6. “Our biggest challenge is to change the notion of what a teacher is. The education of our children is demanding a new teaching culture. One that necessitates a very different way of interacting and respecting students.” Hattie, Visible Learning (2009)

  7. LOW HIGH HIGH LOW Firm & Fair Structures/limits/boundaries Confronting over expectations Ensuring responsibility is taken needs of the ‘rest of the kids’ Safety and security How much we nurture and support consider needs of individual students Flexibility around expectations relational harmony

  8. How do kids see teachers? FIRM & FLEXIBLE HIGH TO WITH Restorative Punitive authoritative reintegrative collaborative Responsibility taking authoritarian stigmatising Structure/Limits/boundary setting FIRM NOT FOR Neglectful Permissive indifferent passive resigned Rescuing/protecting excusing reasoning Support / Nurturance / Flexibility FAIR LOW HIGH Adapted by Blood 2004 from Wachtel, T (1999), Glaser, 1969

  9. The 4 goals of misbehaviour Alfred Adler Rudolph Driekurs

  10. A reflective question: Why do some kids choose the other road?

  11. The 4 goals of misbehaviour Adler’s basic premises Man is a social being and his main desire is to belong All behavior is purposive. One cannot understand behavior of another person unless one knows to which goal it is directed, and it is always directed towards finding one's place Man is a decision-making organism Man does not see reality as it is, but only as he perceives it, and his perception may be mistaken or biased

  12. attention ‘I must keep you busy with me.’ power/ control ‘I have to be the boss’ revenge ‘I’ll show you how it feels’ displays of inadequacy ‘Never have. Never can. Never will’ The 4 goals of misbehaviour

  13. Students who seek attention Responses around the Four Goals of Misbehaviour

  14. Students who seek power/ control Responses around the Four Goals of Misbehaviour

  15. Students who seek revenge Responses around the Four Goals of Misbehaviour

  16. Students who display inadequacy Responses around the Four Goals of Misbehaviour

  17. ABC analysis (about reducing disruptive behaviour) “She’s an attention seeker” A useful Behavioural Functional Assessment model http://cecp.air.org/new_products.asp

  18. ABC analysis (about reducing disruptive behaviour) Draw on POSITIVE BEHAVIOUR SUPPORT PRINCIPLES; a basis for great insight www.learningplace.com.au www.pbis.org/school/primary www.fp.education.tas.gov.au/positivebehaviour/ www.ocsc.vic.gov.au/downloads/calmerclassrooms.pdf http://www.emstac.org/registered/topics/posbehavior/tenprin.htm http://education.qld.gov.au/studentservices/behaviour/swpbs/index.html http://161.7.16.14/PDF/MBI/SchoolPosBehaviorSupport.pdf

  19. let’s talk

  20. Jonah's close friends say he’s “full of shit” about Amanda. They’ve never seen her! They also question how good his breakdancing is.

  21. “The challenge is for teachers to ‘like’ kids they find offensive. This is exactly what is needed if teachers want to create class environments where respect and cooperation are fostered.” Barry Fields – University Southern Queensland, 2008

  22. DISPLAYS OF INADEQUACY Social recognition not given REVENGE SEEKING behaviour Social recognition not given Need for social recognition MET POWER SEEKING behaviour Social recognition not given ATTENTION SEEKING behaviour Social recognition not given Universal need for social recognition

  23. Fun Professional learning • Find a clip showing • ‘misbehaviour’ • Get into teams (mix them up) • Show the clip • Offer guiding questions • Teams develop a hypothesis about the behaviour + suggestions for what teacher might have done differently • Ideas are shared • Awards time!

  24. s

  25. I take the dog for a walk every morning. That helps! I get home, shower and put on ‘at home’ clothes. Then, I’m ok! I drink! It’s embarrassing, but I take a ‘nanna nap’ after work I build my model trains to wind down

  26. We have some strategies; but what ingredients really make the difference with difficult, or discouraged kids? "Like a plant needs water children need encouragement.” Rudolph Driekurs

  27. A ‘TO DO’ list 4 types of ‘every day’ encouraging language; Emphasis on effort: “It is great to see you trying to....” Emphasis on improvement:“You have improved in.....” Emphasis on appreciation:“That really helps when you...”. Emphasis about confidence:“I know you can do this....”

  28. “Justas we are learning to value and conserve the air we breathe, the water we drink, the energy we use, we must learn to value and conserve our capacity for nurture. Otherwise,we will slowly but surely erode the source of our humanity” • Elaine Heffner, 1996

  29. References Adler, A 1929, The practice and theory of individual psychology, Routledge and Kegan Paul, London. Dreikurs, R & Soltz, V 1987, Children: the challenge, Hawthorn/Dutton, New York. Dreikurs, R., Brunwald, B, Bronia, P & Floy, C 1998, Maintaining sanity in the classroom: classroom management techniques, 2ndedn, Taylor and Francis, Levittown, PA. Fields, B 2008, Beyond Disabilities: Broadening the View of Special Needs and the Inclusive Education Challenges Facing Primary Teachers – retrieved - http://eprints.usq.edu.au/7157/1/Fields_AARE_2006_PV.pdf Hattie, J 2009, Visible learning: a synthesis of over 800 meta-analyses relating to achievement, Routledge, New York. Heffner, E. 1978, MOTHERING: The Emotional Experience of Motherhood After Freud and Feminism” Doubleday and Anchor; New York. Lillico, I 2004, Homework and the Homework Grid, Tranton Enterprises Pty Ltd, Western Australia. Lillie, C 2007. Summer Heights High, Australian Broadcasting Corporation, Sydney Wachtel& McCold (2001) Restorative Justice in Everyday Life: Beyond the Formal Ritual – a helpful link - http://www.iirp.edu/article_detail.php?article_id=NTAz

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