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LASI NQT TRAINING – SESSION 2
• Key points from last time
• The Discipline Plan – basics for a classroom
• Graded Response to Managing Disruptive Behaviour
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Hidden aspects of behaviour
Observable behaviour
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Influences on Behaviour
• Lack of stable environment• Emotional and/or physical neglect and
abuse• Poverty• Parenting skills• Learning difficulties• Medical needs/Mental Health
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Maslow’s “Hierarchy of Need”Maslow’s “Hierarchy of Need”
Module 0ne:
Physical Needs: - Air, food, water, shelter, medical care, rest & recreation.
Safety Needs – Safe from threats, treated fairly, trusted and to trust.
Love & Friendship Needs – to give & receive love, to belong.
Self – Esteem The “ Value ” Need.
Self-fulfilment
Actualisation.
1954 “Motivation and Personality”1954 “Motivation and Personality”
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The Discipline Plan
• Rules
• Incentives
• Consequences
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Choosing Rules
• Maximum of 5
• Positively phrased
• Clear and observable
• Choose rules that apply to behaviour
• Involve pupils in choosing rules
• Teach the rules
• Display the rules
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Classroom Rules Examples of Classroom Rules from Schools
• Follow instructions
• Keep hands and feet and objects to yourself
• No teasing or name calling
--------------------------------------------------------------------------• Listen, and follow instructions
• Keep hands, feet and objects to yourself
• Ask permission before leaving the room
• Look after our own and school property
• Walk in school
• We will not use bad language, tease or name-call
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Positive Recognition
Use positive praise to:-
• reinforce pupils following instructions
• encourage pupils to continue appropriate
behaviour
• inform i.e “Well done for…..”
• create a positive classroom environment
• increase a pupil’s self-esteem
• BUILD A RELATIONSHIP
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Praise
Praise needs to be :-
• given in a ration of 5:1
• given early
• given privately to older pupils
• genuine
• given to every pupil every day
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Whole Class Rewards• Can be used over one lesson or on-going over a
few days – no longer than a week
• Points given to individuals, groups or whole class
• Once given points cannot be deducted
• Works on positive peer pressure
• Allows the teacher to praise those who are always good
• All pupils have the right to the reward
• Can be adapted for the more challenging child
• The reward is given on the day it is achieved
• Rewards are negotiated in advance with the pupils
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Examples of Whole Class Rewards
• Games (Heads down, thumbs up)
• Free choice
• Extra playtime
• Listening to music
• Teacher forfeit
• Time to talk
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Benefits of Incentives
• Pay off for following our instructions
• Encourages children to behave appropriate
• Increases self-esteem
• Raises on-task behaviour
• Increases ‘feel good’ factor
• Creates a positive classroom environment
• Helps to develop relationships
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Choosing Consequences
• Appropriate for pupils
• Ones they don’t like !
• Neither physically, emotionally or psychologically harmful!!
• Easy to implement and under own control
• Arranged in a hierarchy
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Implementing Consequences
• Consistently applied
• Calm, firm manner
• Given as a choice
• Acknowledge compliance
• Carried out- it’s not the severity it’s the certainty
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Examples of Consequences
From a local school
• Verbal reminder• Formal warning (given as choice)• Two minutes time out• Work with named pupil• Lost playtime• Sent to head
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Benefits
• Child has to choose to misbehave- so in control
• Child knows what will happen in advance
• Fair
• Teacher doesn’t need to get cross
• Child responsible for own behaviour
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Use strategic ignoring
• It’s impossible to tackle all behaviour so….
• Blank some behaviour by a nil reaction
• Positively engage with the other pupils
• Avoid providing a spotlight
Graded Response to Behaviour
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• Use non-verbal signals
e.g. ‘The Look’, Frowns, SShhhh, mimes, coded messages, smiles, thumbs up, thumbs down, shrugs, stop signs and………………..??
Graded Response to Behaviour
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Graded Response to Behaviour
• Diversion
• Distraction
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• Restate the class or school rule then give a direction
• “We have a class rule about listening when the teacher is talking to the class so……………you need to face me and listen quietly”
Graded Response to Behaviour
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Graded Response to Behaviour
Question and feedback on rules
“Jamie, what is our rule about how we talk to other people in the class?”
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• Use physical proximity to calm situations
• No need to talk to or look at the children or make any comment – your physical presence is enough
Graded Response to Behaviour
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Use of Physical Touch!!!!!
• Check out your school policy
• Use frequently and publicly
• Limit to touching the arms
• Know your child – be aware of individuals who are not tactile
• Gender of adult is important
• But …. touch is a very important part of human nurturing – a very powerful means of communication
Graded Response to Behaviour
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Graded Response to Behaviour
Give ‘take up’ time
• “John…………………… (strategic pause to
gain attention) …..John, you need to get your book open and begin the task”
• After giving a direction strategically walk away to give them the opportunity to comply in their own time
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• Use calm, assured, positive, confident body language (even if you feel inwardly uncertain).
• Use the tone, pace and volume of your voice to communicate calm
• More than 90% of what we say is transmitted non-verbally.
Graded Response to Behaviour
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• Use an assertive response rather than:
• hostile (angry, rigid, demanding, controlling)
• Passive (weak, indecisive, unpredictable, whining)
Graded Response to Behaviour
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Graded Response to Behaviour
Use language of choice
This creates a win-win situation by giving options to a child rather than ultimatums.
Eg ….“You need a pen .. This one or that one?”
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• Respond to Primary not Secondary Behaviours
• Primary behaviour is the key behaviour you are addressing
• Secondary behaviours are all the distractions, delaying tactics, arguments, excuses, grunts, shrugs, faces, barely audible insults or complaints that we initially ignore
Graded Response to Behaviour
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Use time out
• Within class area
• Safe agreed area out of class
• Informal errand
• Timeout card if appropriate
• Agreed with the pupil / other adults
Graded Response to Behaviour
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“Consequences should be certain rather than severe”
Bill Rogers
Graded Response to Behaviour
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Follow up on issues that matter – be dogged about follow up.
Develop a reputation for following through assertively, consistently and fairly.
Graded Response to Behaviour
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Aim for the win – win solution
Graded Response to Behaviour
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If you need to show anger make sure it is rarely used, appropriate and fully
controlled
Graded Response to Behaviour
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