Behaviour Scenarios

1. Behaviour Scenarios A specially commissioned set of resources for tutors, school mentors and trainee teachers Scenario 9: Responding to a pupil who refuses an instruction

2. Scenario 9 Responding to a pupil who refuses an instruction You tell a pupil who is disturbing the work of others to move from the back to the front of the class. The pupil refuses to move. How do you respond? www.behaviour4learning.ac.uk2

3. Key Learning Outcomes • Gaining knowledge and skills in ways to manage potential conflict without disrupting learning. • Modelling, practising, and evaluating techniques to avoid and reduce conflict. www.behaviour4learning.ac.uk3

4. What do you do? • Stand close to the pupil and repeat the instruction clearly until the pupil moves. • Go over to the pupil and say very quietly, “If you choose not to follow the class rule about where you sit, you will have chosen … (insert sanction). I need you to move now please.” Then walk away. • If the pupil will not move, take the rest of the class out of the room and continue with the lesson elsewhere. • Send for a senior member of staff. • Put a “Restorative sheet” on the desk asking “What happened? What part did you play? Who has been affected? and What do you need to do to put the situation right?” Ask the pupil to fill it in then follow up. www.behaviour4learning.ac.uk4

5. What may be the best choice? 2.Go over to the pupil and say very quietly, “If you choose not to follow the class rule about where you sit, you will have chosen… (insert sanction). I need you to move now please.” Then walk away. If you are able to achieve what you want in this way, try to ignore any secondary behaviour e.g. the pupil slamming a book down (unless this behaviour is dangerous). If the school uses restorative approaches you could use 5. Put a “Restorative sheet” on the desk. www.behaviour4learning.ac.uk5

6. How might you prevent a recurrence? • Use the language of (limited) choice earlier e.g. ”If you choose to continue to do x, you will have chosen to continue to disrupt the class and there will be a consequence, is that clear?” • Remember that pupils often regard a request to move as a personal affront and public humiliation. • In the initial phase when rules are being sorted out, establish with the class that it is part of your job to make decisions about where people sit and that you may need to change this often in order to help learning. • Ensure that there is a behaviour for learning outcome for the lesson that you can refer to if disruption is likely. • Put more emphasis on rewards both for the class and individual (who may need a special reward system for compliance). www.behaviour4learning.ac.uk6

7. Underlying principles • Orderly behaviour has to be learned. • Setting ground rules together with the pupils before things go wrong can help to minimise conflict. • Creating a positive climate for learning is vital. • You can, and should, ask for help if the learning is being disrupted. You are learning to be a teacher and staff will want to help. • In the end, however, you are the one who needs to establish your authority with the pupils, helped by more experienced staff if needed. www.behaviour4learning.ac.uk7

8. Rights and responsibilities • You have the right to set up and change seating plans – don’t be bullied into thinking otherwise! You may decide to give pupils a free choice, but remember that this may emphasise the isolation of some pupils. • Pupils do need to feel that they will be listened to and you will benefit from creating a positive climate where this happens regularly, both inside and outside lessons. • Pupils have a right to learn without disruption. • In extremis you do have the legal right to physically move a pupil if he or she is disrupting a lesson but this should be used with great caution and never in anger. www.behaviour4learning.ac.uk8

9. Activities to try • You obviously cannot deliberately set up a situation where a pupil is refusing to do as you ask but, if it happens, try as many low intervention/quiet techniques that you can think of – share some ideas here. • Try, in pairs, saying, “No”, each time your partner asks you to do something and see how many requests they can make without repeating themselves! Imagine this in a classroom. • Keep a note of what helps, and what does not help, to avoid or reduce conflict in the classroom (What went well / Even better if…) • Try to make time for review and reflection on these approaches; make a note of the key points that occur to you for future reference www.behaviour4learning.ac.uk9

10. Want to find out more?References on the B4L site • Primary Behaviour & Attendance - Promoting positive behaviour (individual) • Group trainee teacher discussions – Responding to a pupil who refuses an instruction • Teachers TV - Teaching With Bayley - Believe in Yourself • Teachers TV - Teaching With Bayley - Oh! What a Lovely War • B4L Glossary item - Restorative Approaches • B4L Glossary item - Social Skills • Restorative Justice in Education - Transforming Conflict website www.behaviour4learning.ac.uk10

11. Conclusions What is the key message have you gained from this scenario material? How might you apply this approach in your own practice in school. Further insights and notes for tutors and mentors are available on the website Updated August 2009