Behaviour twilight 18.09.14

School Direct TraineePositive Behaviour

Management 18.09.14

Lisa Gray /Laura Darvill

20 minute reflection time on previous training

session to discuss strategies used, what went

well and next steps .

Objectives :• Acknowledge a link between behaviour

and learning .

• Develop a range of approaches to effective behaviour management.

• To Understand different models of behaviour

• To consider implications for your own practice

Activity 1

Think /Pair /Share

How does behaviour affect learning ?

Background Information:Half of all mental health problems start by the age of 14 and are the result of poorly developed frontal lobe functioning in the brain.This occurs during the early years of a child’s life. 75% of children move from secure attachments to insecure attachments following separation, divorce, trauma, parental substance or alcohol misuse, neglect ,abuse or loss .

Stressed out children function like animals and are unable to concentrate, learn, enjoy friendships, play and problem solve .

Their thinking becomes narrowed down to threats and how to survive therefore triggering the Flight , Fight, Freeze mode of the brain.

Children need positive attachments to thrive and sometimes the only positive attachments they have is in school .

It is important to look at the child using an holistic approach and not make judgements about their behaviour.

Maslow

Points to Consider :• What has this child had to endure before

coming to school?

• Do you have any information on the family background

• Are they hungry?

• Do they have a Special Educational Need

Activity 2

What behaviour Management Strategies have you already seen in your school?

The important thing is that however you reward students, it should be planned, fair, transparent and

communicated.

Reduce Stress• We often hear about stressful or traumatic

events being ‘blocked’ from the brain.

• Stressful situations will cause the brain to release dopamine, but in excess.

• learners should feel some emotional connection to their learning.

Rewards

• An emotional connection simply means that they care about their learning, they see the importance of it and, more importantly, they feel rewarded.

• A degree of ‘predictability’ with our classroom routines and establishing a welcoming, purposeful and safe learning environment will help in reducing our pupils stress levels.

Amygdala – ‘fight or flight’

• Threat and threat perception is a crucial function of the brain and is probably the reason why the human race is still here.

• Its function is simply to allow us to survive.

• The Amygdala calls the shots! Why we can react before we think!

• Threat perception is a very personal thing.

• Many of our pupils have specific triggers that for them present threat and may cause them to react before they think.

• Knowing your students is crucial! (Boxall, Thrive , Pupil Profiles)

‘Once the amygdala has stolen the show, there is little we can do to correct the behaviour that follows. A student in this state must be calmed down before any further conversations about their behaviour can take place’

Models Of

Behaviour

Behavioural Learnt from the environment rather than cognitive processes.

Behaviours reinforced will gain in strength while that which is not reinforced will disappear.

Pavlov

Social Behaviour is influenced by observing the actions of others

Observation, imitation, modelling

Humanistic

Whole person

Connected to inner feelings and self esteem

Affected by experiences

Free to change at any time (responsible/chosen)

Maslow

http://www.tes.co.uk/teaching-resource/Teachers-TV-EBD-Child-Centred-Paths-6048746/

Physcodynamic

Problem behaviour occurs as a result of unconscious conflicts in early childhood. Attachment patterns developed in infancy continue to have an impact throughout the child’s later life and can impact on learning in school.Be aware that pupils who have not received good enough care in the early years may have attachment anxiety and what unconscious pattern of behaviour the child may be bringing in to the classroom

Strategies :• Use interventions that help the child to process unresolved

unconscious emotions in a safe way eg play therapy, drama therapy, therapeutic storywriting.

• Refer the pupil to a psychodynamic counsellor, possibly through Child and Adolescent Mental Health Services (CAMHS)

Role Play

Focuses on the idea that behaviour is the result of learning from the environment rather than the cognitive processes. Behaviours which are praised will gain in strength while behaviours that are ignored will disappear .

Strategies :

• Set up an individual positive behaviour programme with targets clearly understood by the pupil.

• Be consistent: it is the certainty of a response and the follow-up that matters, not the severity.

• Involve parents in rewarding good behaviour – particularly effective with younger children.

Behavioural

Humanistic

Focuses on nurturing emotional needs, communicating rather than punishing and establishing good relationships. An explanation for behaviour is offered emphasising the uniqueness of the individual and the importance of the self-concept. Empathy and unconditional positive regard are the key qualities required of someone adopting a humanistic approach.

Strategies :• Listening to the views of pupils; taking opportunities to establish

person to person relationships between staff and pupils; supporting peer-to-peer relationships.

• Build self-esteem eg blame the behaviour but not the child

• address the pupil by name; accept the child though not the behaviour; remember to ‘catch them getting it right’.

Ecological

Focuses on the physical-spatial and social environments and their influence on behaviour.Strategies :• Create attractive buildings and learning environments.

Consideration of the impact of the layout of furniture and seating in the classroom.

• Think about how seating arrangements may affect certain pupils’ behaviour

• Consider how playgrounds might affect pupils' behaviour eg are there any quiet places? Play equipment?

Biological

Behaviour is a result of biological and biochemical processes.

Strategies :• Research basic information about the pupil’s

specific condition• Make sure medication is kept safe and

administered at the correct times• Be aware of times when medication such as

Ritalin may be wearing off.

Systemic

The child is seen as being an intrinsic part of a wider social system both in and outside of school, and the nature of these overarching systems are seen as influencing the behaviour of the individual.

Consider how the whole school ethos impacts on the behaviour of individual children. Encourage the involvement of parents and carers in interventions to support behaviour. Be aware of the wider community and cultural impact on the individual child.

Strategies :• Consider the impact of the whole school ethos on behaviour• Liaise with parents about any issues at home• Form links eg through project work with the local community.

Social

Behaviour is influenced by observing the actions of others. Pupils with behavioural difficulties have the opportunity to be in contact with other pupils who have good social skills – this is particularly helpful when pupils are working in small groups. Strategies :• Ensure that small groups include some pupils who can

model good social skills• Ensure that the behaviour of staff sets a good example to

pupils• Praise pupils who are doing ordinary things well• Model coping skills eg verbalise your own internal process

when managing an anxiety-provoking situation.

Cognitive Focuses on beliefs, attitudes, expectations and attributions when accounting for behaviour. Problem behaviour is seen as a product of maladaptive thinking related to processes of self-attribution and perceived self-efficacy.

Strategies :

• Involve pupils in setting and monitoring their own behaviour targets

• Involve pupils in reflecting on their own behaviour and in setting and monitoring targets

• Provide strategies for the pupil to self-regulate/self-soothe when feeling anxious eg visualisation.

• Explore how pupils attribute meaning to events and consider ways in which to reframe situations and experiences.

Activity 3

Think of a personal experience where you were out of control , unable to control your emotions and behaviour and why you think that happened

What could you have done differently ?

Task to complete for next week :

Choose 2 pupils from your class to unpick why they behave the way they do, giving examples of both positive and negative behaviours .

Based on theories discussed today think about what factors may have caused them to behaviour the way they did?

lisagray@wcpsandrscc.co.uklDarvill@Barnsley.org

http://www.tes.co.uk/teaching-resource/Teachers-TV-EBD-

Child-Centred-Paths-6048746