jacqui mccarron, nbss strategies for managing low level disruption in the classroom tuesday 22 nd...

Jacqui McCarron, NBSS

Strategies for Managing Low Level Disruption in the Classroom

Tuesday 22nd June 2010


Overview of the Session

Planning for good behaviour

Strategies for managing low level disruption

Skills for de-escalation


NBSS Support


Low Level

“ While many of the incidents of disruption may not appear in themselves to be of undue seriousness, taken cumulatively and on a recurring basis, they undermine the climate for teaching and learning in ways that are corrosive for the school community.”

School Matters 2006 p52


Reconnect and repair

relationship

Follow up on issues that

count

Model the behaviour you want Actively build

trust and support

Focus on primary

behaviour

Language of choice

Separate the behaviour

from student

Plan for good behaviour

8 principles Vass and Hook

04


Motivational Talk

Talking to students and colleagues about what you want and would like to see happening - not what you

don't want


Bill Rogers Skills

Tactical ignoring

Proximity

Tactical pausing

Non-verbal cueing

‘Take up time’

Behavioural direction

Rule reminder

Prefacing

Distraction/ diversion

Direct questions Use “what”, “when”,

“how” or “where?” Avoid “why?” or “are

you”? Direct and deferred

choices Blocking – partial

agreement and refocusing

Assertive comment- direction – command


Keeping it Positive

An emphasis on positive rather than negative statements

Regular and sustained use of encouragement and rewards

Teaching students the social skills they need to be successful

Re-directing the students towards success, rather than highlighting their mistakes


Battle zone or Learning zone

Tim O’Brien 1998


Cycle of Acting Out Behaviour

1. Calm 2. Trigger 3. Agitation 4. Acceleration 5. Peak 6. De-escalation 7. Recovery

Baseline behaviour

1

2

3

4

5

6

7

Engage or Enrage

Intervention


Danger Signs!

You are in an escalating situation if: Answering pointless questions Beginning to argue Trying to persuade Justifying your requests Explaining things over and over Changing your voice Changing your requirements Making exceptions


Escape

Give an initiating command/choice Thank student before it is done Walk away This will:

Show the class who is in charge Eliminate/reduce argument Cause minimal damage to relationship with

student Not entertain the class Give more time to other students

jacqui mccarron, nbss strategies for managing low level disruption in the classroom tuesday 22 nd...

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