Demonstrate ways of supporting children and young people to reviewtheir behaviour and the impact of this on others, themselves and theirenvironment

It is hugely important to remember that when you deal with inappropriate and

challenging behaviour, you must communicate to the child the reasons why the

behaviour is inappropriate, and what they are expected to do. Reprimanding them, in

isolation of this other information, is unhelpful and does not contribute to improved

long-term behaviours.

Although many of the rules that are set in school have a focus of promoting respect

and courtesy amongst children, these types of boundaries do need going over and

reiterating.

The 3-Rs of supporting children to review their own behaviour.

Some of the questions you can ask of the child following an incident or series of

incidents involving inappropriate or challenging behaviours include:

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1. How did you feel while you were [behaving in this way]?

2. How do you think [the other person, the other students, the teacher]

felt while you behaved like that?

3. What do you think was the result of what you did today?

4. What do you think other people think about you after you behave

[like this]?

5. What do you think made you want to [behave like this]?

6. What do you think might make you less likely to want to [behave

like this]?

7. What do you think the long-term consequences will be for you if

you continue to [behave this way]?

8. What do you feel is the best way forward from this point?

You may be able to think up more things to talk to them about, either at the time, or

specific to the individual.

When you discuss the situation with the child, you can also share with them

information that you have observed for yourself around their behaviour and the

things that trigger it. You can also share information that is helpful to them in terms of

support.

Restorative approaches

A restorative approach to behaviour management is effectively a paradigm shift from

assigning blame and disciplining children, to addressing unmet needs, and putting

things right for them.

Restoration has the result of strengthening relationships and ensuring that the

need for sanctions - and rewards - is generally less.

By asking the pupils involved to share what has happened, how that may have

affected and impacted on other people around them, and what they feel is the

solution to their issues, you empower the child and give them a framework to

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approach their own behaviour problems.

In order for you to be effective in this approach, you need to be able to set up some

kind of rapport with the child, and you must listen to what they have to say, using

active listening skills to ensure your correct understanding. If you remain calm and

non-judgemental, you will be able to foster a feeling of trustworthiness, and this will

enable the pupil to be honest with you.

This type of approach can be done between the child and a staff member, but it is

also used to approach bullying, where all the children involved are brought together

to talk about the situation and solve problems around it.

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