positive behaviour management. creating a calm classroom
TRANSCRIPT
Positive Behaviour Management.
Creating a calm classroom.
Set your stall out.
• Easier to get easier
• Expectations
• Standards
• Rules - Rituals
• Model behaviour
•It is the choices we make not the chances we take that determine our destiny.
Be prepared!
• Your classroom – battleground or calm oasis?
• Battleground = not enough sheets, no pens, no paper, wrong book, I.T. disaster, noise, NOISE AND YET MORE NOISE!!!!!!! .............HELP!
• Calm oasis = preparation, preparation, preparation.
Be proactive not reactive.
• Sir, he’s pinched my pen!
• Miss, she’s sitting in my seat.
• Sir, sir,sir,sir,sir,SIR,SIR,SIR!!!!!!!!!!!!!!!!!!!!!!!!!
• Pen tapping
• Wandering about
• Whispering
• Etc. Etc. Etc.
Know your own triggers.
• RED – STOP
• AMBER – THINK
• GREEN – GO!
• Don’t overreact- RAG
• Prepare for low level disruption - use diversion, allow time for compliance.
• REMEMBER SEAL – social and emotional aspects of learning.
• Motivation What’s in it for me?
• Self awareness I think therefore I am!
• Social skills We’re in this together.
• Empathy Shared understanding
• Managing feelings Emotional literacy.
Secondary SEAL
• Introduction – Year 7 • A place to learn -
transition unit links to Changes in Primary SEAL
• THEME 1 – learning to be together (social skills and empathy)
• THEME 2 – keep on learning (motivation)
• THEME 3 – learning about me (managing feelings)
• Anti-bullying resource.
RELATIONSHIPS
Shared understanding of positive behaviour• The 4 R’s
• Rights
• Responsibilities
• Routines
• Rituals
• Relationship with themselves – feelings about self and confidence as a learner
• Relationship with others – social and academic interaction with others
• Relationship with the curriculum – how accessible a lesson is and how we learn.
Behaviour 4 Learning
Low level disruption.• Visual cues – raise eyebrow, sideways glance
• Proximity – stand near pupil whilst engaging rest of class
• Notice those ‘being good’ – Well done, John you are getting on with the work.
•
• Use ‘Thank you’ not ‘Please’ – assumes compliance
• Refocus – “Steven, what should you be doing now?”
Positive T&L
• Model what you want to happen
• Plan well and share aims
• Teach (and learn) listening skills
• Vary the activities• Know the preferred
learning styles
Be positive
• POSITIVE• POSITIVE• POSITIVE• POSITIVE• POSITIVE• POSITIVE• POSITIVE• NEGATIVE
• MINIUMUM AIM 4 POSITIVE STATEMENTS FOR EVERY NEGATIVE
• MODEL GOOD BEHAVIOUR YOURSELF
Clarity,clarity,clarity,clarity,clarity,
•Routines and rituals
•Rituals and routines
• Meet and greet• Classroom expectations• Praise• Praise• Consistency• Model good practice• Target setting and target
getting.
Be firm but fair • Classroom expectations
• Consistency
• Confidence
• Clarity
• Care
Lower your blood pressure!
Body language• Lean don’t lunge.
• Arms folded – closed• Arms relaxed – open.
• Shoulders hunched – closed.• Shoulders back – open.
• Remain mobile.
Facial expression
• Smile not smirk
• The eyes have it!
• A glance not a glare.
• Mirror talk – practise.
• Scan the room frequently.
SHOUTING !!!!
Be real – be interesting.
• What’s it got to do with me?
• Why are you teaching this lesson?
• How is this going to help me?
• Know the answer to these questions.
Be calm, be calm, be calm, be calm
• Non-verbal signals – to support good behaviour.
• Non-verbal signals to correct poor behaviour.
• Language of choice.
• I messages – need not want.
• Consistent, consistent, consistent.....
Reducing conflict
De-escalation• Label the behaviour not the child• Avoid threatening gestures and
body language• Give the child a choice, but not an
ultimatum• Avoid dealing with the conflict in
front of an audience• Stay calm (at least on the outside)
but don’t try to soothe the child as this can make them even more angry
• Give the child time to comply• Explain clearly what you want• Show empathy• Use humour to defuse the situation
Escalation
• Threaten the child
• View the conflict as a contest
• Handle in front of an audience
• Use threatening gestures and body language
• Give the child no room for manoeuvre
• Raise your voice and sound angry
• Deliver unrealistic ultimatums that cannot be implemented
Underlying principles
• Positive relationships with pupils are the key to positive behaviour
• Positive recognition of appropriate behaviour promotes positive responses
• The choices teachers make in responding to pupil’s behaviour are crucial in influencing the choices pupils make about their own behaviour
• It is helpful to use the language of consequences with pupils
• We need to draw on each other’s experience
10 Top Tips1. Be confident.
2. Be consistent.
3. Be calm.
4. Be clear.
5. Be caring.
6. Be prepared.
7. Be positive.
8. Be proactive.
9. Be present.
10. Be FAIR.
Sue Pennington• Behaviour and Attendance Consultant.
• mobile no. 07702652486
• Woodsend Centre Lydney Rd. Flixton M41 8RN.