Positive Relationships and Behaviour Management

Aims of this session: To share experience of how positive relationships and considered behaviour management can create an engaging learning environment.

Welcome

11.00 Behaviour Management

11.45 Positive Relationships

12.30 Lunch

Every child still matters; communities still need cohesion.

TS5 Adapt teaching to respond to the strengths and needs of all pupils.e.g. having a clear understanding of the needs of all pupils, including those with SEN; high ability; EAL; disabilities; and to be able to use and evaluate distinctive teaching.

Set your vision for your childrenWho are your children? Where do your children come from?

What do your children need to get out of their education?

Before starting, drive around the the local area.

TS5 Adapt teaching to respond to the strengths and needs of all pupils.e.g. having a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these; demonstrating an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development

Involving children in planning and classroom organisation will help

them to become engrossed in what they are learning therefore reducing

the possibility of any unwanted behavioural incidents.

TS 2 Promote good progress and outcomes by pupilse.g. encourage pupils to take a responsible and conscientious attitude to their own work and study

Effective teachers are

powerful mediators of

children’s thinking and

learning. They design

learning environments that

stimulate children’s curiosity.

When thinking is part of their routine, children become alert

to situations that call for thinking.

Thinking routines and documentation are tools that enhance children’s cognitive development by helping thembecome aware of their own creative thinking and problem-solving skills.

Further reading

Angela Salmon 2010

Where is the best place for the water tray/sand tray/ painting table etc?

When is the best time for snack?

Do they need to ask to go to the toilet?

How can I encourage them to put things away in the

correct places?

Have I got out the right tools for the job?

Who can I invite in this week to make this learning experience real?

BasicsChecklist 1

Lesson organisationChecklist 2

Have I planned for a prompt start?

Have I timed each section of the lesson appropriately?

Do I have pace and challenge?

Are my resources readily available and appropriate?

How will I maintain pupil attention?

Are my activities well planned and varied?

Is my planning clear with learning objectives and activities matching pupil ability?

Will my plenary help me to match the learning objectives to the pupil outcomes?

Relationships/CommunicationsChecklist 3

Am I using my voice correctly - volume/tone?

Am I including all students?

Have I provided the correct resources,

including ICT?

Is my questioning effective?

Am I explaining things clearly?

Am I allowing sufficient thinking

time for responses?

Do I plan in time for pupils to talk about

their leaning?

Pupil AttitudeChecklist 4

Do my pupils listen attentively?

Are my pupils polite and considerate to others?

Are my pupils able to sustain concentration?

Do my pupils demonstrate independence?

Will my pupils work collaboratively?

Behaviour managementChecklist 5

Do I identify clear rules?

Do I act to deescalate situations to prevent inappropriate behaviour?

Do I use the correct strategies with individuals

to avoid confrontation?

Do my pupils demonstrate independence?

Do I apply rules consistently?

Do I use praise to promote positive attitudes?

Do I give continuous feedback for

both behaviour and standards of

work?

Key aspects of practice that contribute to improving behaviour –

Classroom managementOrganisation, engaging environment and resourcesA consistent approach to behaviour managementPositive consequences /rewards and negative consequencesBehaviour strategies and the teaching of good behaviour – behaviour profileManaging pupil transition

Strong school leadership – policy and practicesStaff development and supportPupil support systemsLiaison with parents and other agencies

TS1 Set high expectations which inspire, motivate and challenge pupils

e.g. demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils

Behaviour underpins and facilitates excellent progress and high standards of achievement

Now to get started

Let your children set their own vision of what makes a happy

classroom.How do they foresee their time

in school?What do they want?

Have an agreement/contractGive them a say – pupil voice.

We want to be happyWe need friends

We like funWe like new things

We will be good

Google ‘Investors in Pupils’ for images and ideasTS1 Set high expectations which inspire, motivate and challenge pupilse.g. establish a safe and stimulating environment for pupils, rooted in mutual respect

Positive Relationships

Principles of behaviour management relationships Separate the (inappropriate) behaviour from the child: We should see the

behaviour as unacceptable, not the pupil. Linking poor behaviour to the pupil’s identity inhibits positive change.

Use the language of choice: For example ‘you can choose to do either x or y, it is your choice’. This places responsibility with the pupil and removes the struggle for power.

Keep the focus on primary behaviours: The primary behaviour is likely to involve an infringement, by the pupil, of your agreed rules, such as talking inappropriately. When the primary behaviour is challenged, a secondary behaviour may occur, often as an attempt to deflect attention from the primary behaviour. It is important to stay focused on the primary behaviour and deal with that.

Remember to revisit and reflect Actively build trust and rapport: Few pupils will trust a teacher who fails to

keep their word. Knowing all your pupils and building positive relationships are at the heart of everything you do.

Model behaviours that you wish to see: You are the model of legitimate behaviour to your pupils. Key skills - calmness, predictability and consistency. You should be a good listener, able and willing to give the pupil the right of reply. Finally, resolving conflict calmly is a hugely important skill to model.

Work to repair and restore relationships: Always remember that you are the adult in your classroom interactions; the pupil may still feel distressed or resentful, and so be prepared to allow sufficient time for change, if necessary repeating the attempts to be positive. Restart the positive cycle on which good relationships are built

The issues If there are a number of issues, assess the importance of the problem by

establishing a simple ladder of priorities: (1 is the highest priority) 1. safety 2. behaviour that is insulting or offensive 3. behaviour that affects the learning of the majority 4. behaviour that affects small groups/individuals

Knowledge There is no ‘magic key’. Good management in successfully managed

classrooms is down to a number of factors such as careful lesson planning, established routines and time invested in building relationships.

Acquire basic knowledge - relating to the school’s policies and protocols. All schools operate differently.

Be clear on the sanctions available or not available in school. Share strategies that are generally in use. Stress the need not to overuse

strategies.

TS7 Manage behaviour effectively to ensure a good and safe learning environmente.g. have high expectations of behaviour, establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

We are gentle (we don’t hurt anything)We listen to, and follow instructions (we don’t interrupt)We always tell the truth (we don’t lie)We are kind and helpful (we don’t hurt anybody’s feelings)We take care of the school and everything in it (we don’t damage things)We work hard (we don’t waste time)

Matching vision to that of the school.

Ready to Learn – Our eyes are lookingOur ears are listening, Our lips are closed,Our hands are still, Our brains are ready

To be successful – Work hard, concentrate, push oneself, imagine, improve, not give up, try new things.

Values Expectations

Confidence As a teacher you adopt a persona – this does not need to be an all-singing,

all-dancing individual, but it does mean approaching the lesson with a positive, confident attitude.

It is also key in developing the confidence to manage the classroom - effective classroom management is very much about confidence. Aim to develop confidence by discussing and sharing experiences and ideas with other colleagues.

PlanningPlanning for effective behaviour management is essential. Key elements include: Ensure that pupils are engaged throughout the lesson plan what the teacher and the pupils are doing, for each stage of the lesson avoid prolonged teacher-led episodes rehearse different ways of giving instructions and explaining things plan to encourage and support the good behaviour of individuals anticipating potential problems, like transitions from one section of the lesson to the next, and planning for them observe other colleagues with key classes and individuals, to learn from their approaches

Relationships learn pupil names – fast – and using them focus on positive behaviour catch them being good use reward systems (aim for more rewards than sanctions) use reward systems fairly and consistently get down to pupil level when talking to them aim to have some sort of dialogue with each pupil every lesson listen to their contributions, and responding genuinely avoid harbouring grudges – it only perpetuates bad relations

Routines pupils entering (and leaving) the classroom seating plans pupils moving about the classroom teacher moving about the classroom learning objectives asking questions use of the whiteboard and giving out resources giving deadlines and reminders giving notice of what’s to come “In one minute, Ill ask you to put your pens

down…” giving rewards

Teacher talk sound interested, even excited, in the subject reinforce instructions (visual as well as verbal) use positive phrasing (“put your pen down and listen” rather than “stop calling

out”) use a consciously controlled voice (avoid shouting) wait for complete quiet before giving instructions/information give genuine praise criticise the behaviour, not the pupil and avoid open confrontation in front of

other pupils (“we’ll discuss this at the end of the lesson”) offer choices (“This work needs completing, so is it now or at break?”)

Decisions decide, precisely, on what you want to modify – talking out of turn, getting out

of seat – and make that a clear target for the pupil(s) identify the primary or major issues that need to be addressed and tackle them

one-by-one tactically ignore minor issues if the major issues are being dealt with (e.g.

ignore the sulky sighs, as a pupil returns to his/her desk as requested) avoid being sidelined onto a pupil s agenda (e.g. ignore irrelevant questions) ‟ only give a consequence you intend to carry out (letting them off, lets them play

the system) recognise that pupils (especially when angry) may need time and space to cool

off recognise when you need help and advice, know where to get it.

Behaviour Management Strategies from Bill Rogers

The Black Dot in a White Square: What do you focus on?It is often necessary to get class or individual behaviour into perspective in order to maintain a positive atmosphere in the class. In Bill Rogers’ model, the black dot represents the negative, disruptive behaviour of certain individuals or the class as a whole; the white square represents the positive behaviour of the majority or the normally good behaviour of an individual. By focusing on the black dot, we are forgetting the white square.

Using Positive LanguageThis is so simple but packs a punch. Instead of “will you stop talking’ you say “I’d like

everyone listening, please”. Instead of “Stop turning around and distracting….” you say “I’d like you facing this way and getting on with your work… thanks.”

Choice direction and ‘when…then’Classic parenting techniques that work brilliantly.You can either work quietly by yourself or you can come up and sit with me,You can go next door to work with …… or you can work sensibly with …… as I’ve asked.You can do exactly what I’ve asked or get a consequence as you were warned earlier.When you have finished tidying up your area… then you can sit wherever you want….

Pause DirectionStudents are in the bubble of their own a lot of the time. Just because you start

talking, doesn’t mean they hear you. Make a deliberate pause between gaining a student’s attention and a direction to ensure they have had sufficient ‘take up’ time. Eg. “Child’s name pause ……could you face this way and listen, thanks”.

You gain their attention, with eye contact, before you say what you want to say. Take-up Time:This avoids the horrific teacher domineering – “come here Boy!” nonsense.

Simply, “Child’s name…(pause to gain attention)… come up here a sec please.” Then deliberately look away… talk to someone else. He/she will come.

You establish what you establish’This refers to the establishment phase with a new class. Right from the start, anything you

allow becomes established as allowed; and anything you challenge is established as unacceptable. Talk about it explicitly and reinforce it regularly

Teacher StylesDon’t be an Indecisive teacher: hoping for compliance but not insisting; being timid in the

face of a challenge; pleading not directing.Don’t be the opposite: an Autocratic teacher : using a power relationships to demand

compliance without any room for choice.Be an Assertive teacher: This teacher expects compliance but refuses to rely on power or

role status to gain respect. The teacher plans for discipline, uses clear, firm direction and correction, but acts respectfully, keeping the aims of discipline clearly in mind.

Controlled severity – but where certainty matters more than the severityMost great teachers establish very clear boundaries. How? Well, usually, this happens through

the occasional dose of ‘controlled severity’. A sharper, harder corrective tone that conveys: Followed quickly by a return to the normal friendly, warm tone.

Partial agreement Bill Rogers has a strong line on teachers being able to model the behaviour they expect. This

includes not wanting the last word. Partial Agreement is an essential strategy for avoiding or resolving conflict. It means teachers not trying to have the last word, or asserting their power in a situation where there is conflict

Behaviour Management is an emotional issueRecognise explicitly that behaviour is about emotions and associated traits: confidence, self

esteem, peer relationships, group acceptance, empathy, belonging, resilience, .. and all the opposites. Crucially, this is for the teacher and the students.

Go back to your original checklist of good classroom management techniques. If this doesn’t work then…

Do you need support within school?

Is it time to involve parents?

Is this a time when specialist provision and strategies are needed?

Do you need advice from specialist outside agencies?

Times when ‘it just doesn’t happen’, time to stop and think