Thursday 23 rd September

1. Thursday 23rd September • What follows is a short presentation of Newport’s Assertive Discipline programme. • There are detractors in secondary sector. • Research (RA, LC) shows that AD leaves more kids on task both Primary and Sec. • Where there is primary bias think about modifying for the secondary pupil. Ray Kingdon

2. ‘ASSERTIVE DISCIPLINE’the NEWPORT LEA initiative Positive Behaviour Management

3. ASSERTIVE DISCIPLINENewport • Background of Implementation • All Schools by the year 2001 • Teachers • Para-professionals • Mid-day Supervisors • Bus Drivers / Escorts on Mini-Buses • Parents

4. ASSERTIVE DISCIPLINEBackground/ Lee Canter • The empowered Teacher • 1.You have the right and the responsibility to establish rules and directions that clearly define limits of acceptable and unacceptable student behaviour. • 2. You have the right and the responsibility to teach students to consistently follow these rules and directions throughout the school day and school year. • 3. You have the right and the responsibility to ask for assistance in handling the behaviour of students.

5. Rights of Pupil • RK: Kids have right to learn HRA 1998 • RK Right to be prepared for adulthood. • Right to a teacher who will set firm and consistent limits • Right to know what behaviours are expected of them • Right to a teacher who will take time to teach them how to manage their behaviour

6. ASSERTIVE DISCIPLINE Roadblocks to being Assertive • Teacher’s own negative expectations about her/his ability to deal with disruptive student behaviour. • Psychological Approach: Emotions drive response / actions • Excusing the disadvantaged. Can’t v. Won’t. Eg 1 When you first walk into a room with Class X they will be err to the side of caution and choose to behave. The next minutes are absolutely critical because those who seek to take advantage will test out (boundary search). Eg2 Kids behave in examinations.

7. Style • Assertive, Non-assertive or Hostile? • Non-assertive – passive. No clear lines confuse. Impression is that you are unsure of self. Leader is wanted by most.Invite to some to misbehave.May need to be accepted. Emotional. • Hostile, rigid, authoritarian, not team player. Damage to pupil’s S/E.

8. Assertive response style • The teacher clearly, confidently and consistently states expectations to pupils. • Pupils know……what is acceptable and what is not…what choices are available … …consequences of chosen behaviour.RK: all class know it’s fair

9. What is the response? !!! Two pupils window gazing • [Leave them alone while they’re not interfering]. • “You two in the back. You two. Do you think I like talking to myself? Wake up now or stay in class and stare for an hour later!” • [Subtly threaten pupil personal space. Indicate N/V that you know…]

10. Responses (Non Assert T, HT and AT) Provoking belligerent pupil irritates neighbours T: Jo Stop. J: I don’t wanna do this stoopid work. N/A T: What’s wrong with you? If you don’t stop you’ll be going to detention / Mr Benn [then leaves scene ie gives ground] [Pupil tests ground to see if threat hollow.] H T: [in face] Your attitude is lousy. I’ve had with you. One more word and you’re out. [pupil runs out]

11. Responses (N/A T, HT and A) CONT • A: Jo you know what the fair rule is: that’s a minute after class. • Jo: Big deal! I don’t give a monkey’s… • A: [closes-in and with a calm voice ] Jo let’s go outside and talk.You have a choice Jo – settle and do your work or we’ll go to the office and call your mother / father. Jo you know I can’t let your behaviour upset the class. Change it. (Try to keep behaviour separate from person).

12. Assertive Discipline andLearning - Helpless v Mastery Little difference until learner faces a challenge in their learning. Helpless Attributes are fixed Failure attributed to self Locus of control perceived as external (control is not possible) Mastery Attributes are malleable Failure seen as a challenge to be learnt from Locus of control perceived as internal (control is possible)

13. ASSERTIVE DISCIPLINEDemonstration • One teacher and two children • One being Non-Assertive teacher • One being Hostile teacher • One being Assertive teacher • How does it look?

14. ASSERTIVE DISCIPLINETheory into Practice • School Code of Conduct • Classroom Discipline Plan • Consists of three parts • Rules • Rewards • Consequences

15. ASSERTIVE DISCIPLINE Theory into Practice Rules • Rules that will let students know what behaviours are expected in the classroom at all times • Limited number • Rules that are observable. Vague rules are difficult to apply • Rules that apply to behaviour only • Consider involving students in choosing rules

16. ASSERTIVE DISCIPLINETheory into Practice Example:- We follow directions first time We keep hands, feet, objects and unkind words to ourselves We stay on task We use the appropriate noise level We only walk in the classroom

17. ASSERTIVE DISCIPLINETheory into Practice Positive Recognition • Praise • Non-verbal • Verbal • Tangible rewards • Individual / behaviour certificates etc. • Class Wide Rewards • Special privileges • Positive notes home

18. ASSERTIVE DISCIPLINETheory into Practice CONSEQUENCES / SANCTIONS • Children deserve structure • Children deserve limits • must be something that children do not like but never physically or psychologically harmful • are a CHOICE • do not have to be severe to be effective • easy for you to implement • must be appropriate for your pupils

19. ASSERTIVE DISCIPLINETheory into Practice Establish a Discipline Hierarchy Example:-

20. ASSERTIVE DISCIPLINETheory into Practice • DISPLAY THE PLAN BOLDLY IN CLASS • TEACH YOUR CLASSROOM DISCIPLINE PLAN • SKILL REHEARSAL / UNDERSTANDING

21. ASSERTIVE DISCIPLINETheory into Practice • S specify activity type - give clear directions • P purpose • R resource • I in or out of Seat • N noise Level • T time (in some schools on wall)

22. ASSERTIVE DISCIPLINETheory into Practice POSITIVE RECOGNITION (after Specifying Clear Activity Directions) • Consistent praise “Catch them being good” • Effective praise is personal • It is specific and descriptive • It must be genuine • Effective praise is age-appropriate

23. Negative Statements Stop talking and get back to work Don’t do this. Stop that! How many times have I told you? What are you doing? You, you and you, you’re not sitting properly (assembly). Positive Statements Jenny and Danny are sitting up with their arms folded Stephen is lining up by the door as expected Jeff, thanks looking my way. He’s ready. The people in this row you are sitting properly. They’re ready ASSERTIVE DISCIPLINETheory into Practice

24. ASSERTIVE DISCIPLINETheory into Practice USING POSITIVE RECOGNITION TO MOTIVATE PUPILS TO BEHAVE • Positive reminder to reinforce pupils who are not yet following directions • Use scanning and circulating techniques and recognise the appropriate behaviour as you teach • Make a goal to praise every student sometime throughout the day • Use the class-wide recognition system to motivate your class toward a specific behavioural goal

25. ASSERTIVE DISCIPLINETheory into Practice REDIRECTING NON-DISRUPTIVE OFF-TASK BEHAVIOUR • Differentiate between disruptive and non-disruptive behaviour • Non-verbal • ”The Look” • Close proximity • Verbal • Use the pupil’s name • Proximity praise • If redirecting is not effective it may be appropriate to provide a consequence

26. ASSERTIVE DISCIPLINETheory into Practice IMPLEMENTING CONSEQUENCES • Calm Assertive Statement • Be consistent –provide a consequence every-time a pupil chooses to disrupt • Re-focus pupils who attempt to argue with you • Offer the consequence as a CHOICE • Find the first opportunity to praise after child has been disruptive

27. ASSERTIVE DISCIPLINETheory into Practice Corrective Feedback( What does it sound like?) • Karen the direction was –to work quietly • I need you to turn around and work quietly • Karen turn around or you will choose to have a Warning • I understand what you are saying but the direction is –to work quietly • The direction is – to work quietly • Karen you have chosen to lose 1 min of your break. • That’s neat work Karen and now you’re working quietly and learning. Thank you. • [ NEED ALSO FOR FAST TRACK ]

28. ASSERTIVE DISCIPLINEDemonstration • Use “ broken record” technique • Apply a consequence after giving a “CHOICE”

29. TASK – ANALYSISBEHAVIOUR BRAINSTORM • What behaviours do I expect from differing activities so that my supportive language is specific and meaningful and age-appropriate to the children? Task Analyse activities:- • Physical education / dance lesson • Reading on the carpet / literacy session • Science lesson with apparatus • Mental maths lesson • Lining up for dinner carrying a tray • ROUTINES THROUGHOUT THE SCHOOL

30. ASSERTIVE DISCIPLINETheory into Practice • The art of teaching is the ability of successful teachers to blend academics and behaviour management efforts into a cohesive whole

31. ASSERTIVE DISCIPLINENEWPORT - Testimonials QUOTES • Estyn:- School Inspection Wales: “The school with support and advice from outside agencies has worked hard to develop a working policy for assertive discipline. This has involved training for everyone who is involved with the pupils. Central to its success are respect, patience and care that is shown to each child. The pupils value the reward system in place and the verbal praise and encouragement they receive” • Infants- Head: L.I.“The good practice already in place within the school has been consolidated and extended as a result of the introduction of assertive discipline. All staff including mid-day supervisors now work as a team promoting positive behaviour management. What is evident is that the self-discipline amongst the pupils has increased.”

32. ASSERTIVE DISCIPLINE(QUOTES cont) • Primary School Head: AP “Assertive Discipline moves towards the concept shift of I want to behave, so empower me, as opposed to I cannot behave” • Primary School Head: RR “Assertive Discipline has permeated all aspects of the school” there is a “stillness and calmness in the school” and it produces a “culture of self-discipline for their own actions.” • Junior School Teachers: ”It is the consistency of approach that makes it very effective.”

33. ASSERTIVE DISCIPLINEQUOTES (cont) • Estyn Mr AD Fear, Crindau Primary May 01Pupils are encouraged to accept responsibility for their behaviour and to follow the Golden Rule. They are involved in drawing up classroom rules: these are agreed and displayed prominently throughout the school. Pupils respond well to the school and playground rules and to the reward system. They feel they are treated fairly and that their efforts are valued.

34. ASSERTIVE DISCIPLINEEND