classroom routines- behaviour management year 1 professional practice 2010
TRANSCRIPT
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 rules
They are not operative just because the teacher says so
They have to be set up, agreed and regularly reviewed
If 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!!!!!!!