Classroom Routines-Behaviour Management

Year 1 Professional Practice 2010

Gerard G.

• Unless you’re prepared to deal with children in all their glory don’t become a teacher.

• Prospective teachers need to know that children will always test the limits. They should know children will invariably talk out of turn, run rather than walk, daydream rather than listen, test your authority rather than acquiesce meekly… and generally question your every utterance.

Health Warning There are no easy answers, quick fixes or foolproof

methods which lead to successful behaviour management.

Getting it right has more to do with your ability to plan and deliver effectively, and with a whole school approach to developing self-esteem, than it has to do with children's personalities.

Behaviour4Learninghttp://www.behaviour4learning.ac.uk/ViewArticle2.aspx?ContentId=13206

Model the behaviour you want to see

Stay calmBe politeListenGive the right of replyBe predictableBe consistentAlways follow up on issues that count

What Children Need in Order to Behave Well

Self respect, high self esteemRespect for others and from othersClear boundaries and expectationsClear rewards and sanctionsConsistent responses from adultsThe chance to redeem themselves

Pupils like teachers who..Keep orderAre fair and consistentHave no favouritesCan explain clearly and give helpAre friendly and patient

London Borough of Waltham Forest, Behaviour Support Pack

Language, behaviour and self-esteem

o It is often difficult, when we are stressed or annoyed, not to criticise a child. However, with a little practice it is possible to achieve the effect we want in a more positive way.

o Always try and separate the behaviour from the person.

o Use the class rules as a reference point consistently when discussing a child’s behaviour with her/him.

o http://www.behaviour4learning.ac.uk/ViewArticle2.aspx?anchorId=17990&menu=17995&ContentId=15698

Work to repair and restore relationships

Catch them being goodGive children the chance to redeem

themselvesBe positive about the futureDon’t bear grudges and don’t take

poor behaviour personally

Work within a Framework

Why is this important?It enables you to provide clear

boundaries and expectationsIt allows the adult to correct

behaviour from the perspective of protecting rights rather than criticising the child personally

It supports children in taking responsibility for their own behaviour

Ground rules for classroom rules

Classroom rules serve three purposes:

To ensure safety and personal welfareTo provide effective conditions for

teaching and learningTo help children develop considerate

behaviour and respect for property

Negotiating the rulesThey are not operative just because

the teacher says soThey have to be set up, agreed and

regularly reviewedIf they are negotiated from the start

pupils will be more involved in applying them and likely to learn more about their behaviour and themselves in the process

Charters - An alternative approach …

Classroom charters based on the UN Convention on the Rights of the Child

(The Rights, Respect and Responsibility (RRR) approach)

Within school – Key times and places

Early morning Getting ready for assembly Lining up for assembly Moving around the school Lunchtime/playtimes Wet playtimes Visitors arriving Home time Getting ready for practical activities;

changing for P.E., preparing for Art, DT.

Classroom RoutinesVideo with Sue Cowley

Author of ‘Getting the Buggers to Behave’

http://www.teachers.tv/video/3142

As you watch the video observe the teacher’s strategies for managing the class and behaviour – make a list. Use the list to annotate when you listen to the feedback from Sue. What are your thoughts and responses?

Where schools manage behaviour well

Proactive schools which pre-empt and prevent difficulties arising

Schools with a strong sense of community

Schools with collaborative teachers who share information about pupils

Schools that promote pupil autonomy

Watkins, C. & Wagner, P. (2000) Improving School Behaviour. London:Chapman

IST In your Reading Pack read Chaplain

(2006) Managing Classroom Behaviour.

Note down strategies you may wish to try.

In your Reflective Journal consider your thoughts / concerns towards challenging behaviour – how might a Reflective Journal support analysis and management of behavioural situations?

Useful bibliography Blum, P. (1998) Surviving and Succeeding in

Difficult Classrooms. London: Routledge Cowley,S. (2006) Getting the Buggers to

Behave. London:Continuum Docking, J (1996) Managing Behaviour in

Primary Schools. London: David Fulton Ltd Gordon, G (1996) Managing Challenging

Children. Nuneaton:Prim-Ed Hayes, D. (2008) Foundations of Primary

Teaching (Ch 8). 4th edition. Abingdon, Oxon: Routledge.

www.behaviour4learning.ac.uk

On School Experience! Look out for the teacher’s established

routines – how do these support management of behaviour?

How does the teacher manage behaviour issues?

What is the school’s behaviour policy?Most Importantly…Enjoy Being With The Children!!!!!!!