6 Steps To Preventing Behaviour Problems in the Classroom

Rob Plevin

Me...

Rob Plevin

On this call...

Discover the six key preventive strategies to reduce behaviour problems in your classroom

Ways to get students to follow your instructions Ways to get RESPECT Ways to get them working – interested and engaged Ways to eliminate student excuses Ways to automate your classroom Ways to save time spent dealing with bad behaviour

Spend 1 hour approx. going through ideas Q & A at the end

Problems, problems

• Rude, insolent?• Disrespectful? • Ignore instructions?• “I don’t care” attitude?• Rowdiness?• Answer back? • Damage property?• Lazy?

Possible causes...

• Restrictive curriculum• Inconsistent approaches from different members of staff• Peer pressure• Inappropriate/inadequate parenting • Media• Diet• Technology – computer games, Internet, mobile phones• Breakdown of extended family

…Blaming parents, society, environment, media etc does not help us to manage the behaviour of the students

in front of us.

There is only ONE factor you can control directly...

YOU!

Preventive strategy 1Attitude is Everything

Attitude & beliefs drive our behaviour

How can we change our attitude towards challenging students?

We feel -ve

We act -ve

They feel -ve

They act -ve

One way is to see them in terms of what we will learn from them – they are a learning opportunity

STUDENT A• Mother died when he was 5.

Father left home when he was 4.

• Lived with grandmother for 1 year before she died.

• Since then, lived in 3 foster homes and been excluded from 2 schools.

• Scars and burns – attributed to abusive father.

STUDENT B• Manipulative• Incapable of following

instructions• Needs constant attention from

staff• Violent towards staff and fellow

pupils• Doesn’t form relationships easily

Another way is to remember that they aren’t ‘problem students’ so much as ‘students with problems’

Preventive strategy 2

Clear Communication

The communication process

PERCEIVED MESSAGE

INTENDED MESSAGE

Encoding process Decoding process((((Message))))

What we ‘intend’ isn’t always what they hear

“SIT DOWN”

Give them a clear map:

Vague terms: properly, quietly, appropriately, politely, respectfully, eloquently

“Sit properly”“Talk quietly”

“Get on with your work”“Show more respect”

It’s not just about the words...

FACIAL EXPRESSION

HAND MOVEMENTS

MOVEMENT OF FEET

BREATHING RATE

POSTURE

HEAD TILT

PROXIMITY

TONE

TEMPO

PITCH

VOLUME

EYES

Are you a ‘threat’ or a ‘push-over’

SIT DOWN!

Be congruent...

• Body language• Facial expression• Hand gestures• Proximity• Tone, pitch, volume, tempo

... All go towards your message being UNDERSTOOD

Check for understanding...

“Tell me what I just asked you to do”

Move on from Don’t...

Tell them what you WANT to see

Give them a reason...

“Excuse me, may I use the copier?” Approx 20%

“Excuse me, may I use the copier because I ’m in a terrible rush?”Approx 90%

“Excuse me, may I use the copier because I need to make some copies?”Approx 90%

Ellen Langer 1978

Preventive strategy 3Praise & Encouragement

Let’s give Jonny some praise...

Types of praise

• Watery – “Great, well done.”• Personalised – “Excellent work Jonny.”• Reflective – “How do you feel knowing you’ve

given your best? Does it feel good producing something so good?”

• Descriptive – “Hey Jonny, it’s great to see you working so hard today. You’ve brought a pen, you got started straight away and the work you’re doing is excellent. Your diagram is very neat - well done.”

Making praise & encouragement more effective

• 1:1 basis• Encourage effort along the way – catch them being good• Make it specific and descriptive

“Sarah, you have used your initiative and worked independently for the last ten minutes. That is a great skill you’re learning. Well done!”

“Hammad, you could have walked straight past that piece of rubbish but you didn’t, you put it in the bin. Fantastic! Responsible behaviour like that makes the world a

better place.”

Extra praise strategies•‘Windscreen wiper’/proximity praise

•Indirect 1 – “Have you noticed how much Sally has improved?”

•Indirect 2 – “Go and have a look at Paul’s work – he’s very good at this.”

•Presupposing – “You’re going to be brilliant at this.”

•Written praise – Post-It notes, cards, letters, marked books, texts etc.

The students’ favourite...

The students’ favourite...

Date

Dear ____________,I just want to inform you that ________was a delight to teach today. He/sheworked hard, and behaved well, and was a pleasureto have in the class. You should be veryproud of him/her.

Yours sincerely,Mr. Smith

Good feedback improves attitude and motivation

• Should acknowledge achievements made• Should focus on small steps - give them chance to succeed,

raise their self esteem• Should give them guidance for further success

“You have done this right. Well done. This is what you need to do to succeed next…”

Answer in your head...

1. Consider a torus that is perfectly circular at each perpendicular cross section, and a Möbius strip which has a single 180-degree twist and a uniform curvature throughout its length. Suppose the torus is sliced three times by a knife that each time precisely follows the path of such a Möbius strip.

What is the maximum number of pieces that can result if the pieces are never moved from their original positions?

“You now know what it feels like to be a student who is provided with work they don’t understand.”

Talking, drawing, throwing things, arguing, complaining, switched off, upset, walking out, destroying work etc.

The Power of Engaging Lesson Activities...

Multi-Channel Teaching• Linguistic - Lectures, debates , large and small group discussions, books, worksheets,

manuals, brainstorming, writing activities, word games, storytelling, speeches, reading to class, talking books and audio files, public speaking

• Logical/mathematical - Mathematical problems on the board, scientific demonstrations and videos, logical problem-solving exercises, creating codes, logic puzzles and games

• Spatial - Charts, graphs, diagrams, and maps, visualisation, photography, videos, slides, films, visual puzzles and mazes, 3-D construction kits, art appreciation, imaginative storytelling, picture metaphors, creative daydreaming, painting/drawing, collage, visual arts

• Kinesthetic - Role play, drama, creative movement, mime, hands-on thinking, field trips, being the teacher, competitive and cooperative games, physical and relaxation exercises, all hands-on activities, crafts, cooking, gardening

• Musical - Singing, humming, whistling, playing recorded music, playing live music on piano, guitar, or other instruments, group singing, mood music linking content to rhythms, songs, raps, chants, using background music, linking old tunes with concepts

• Interpersonal - Cooperative groups, interpersonal interaction, conflict mediation peer teaching, board games, cross-age tutoring, group brainstorming sessions, peer sharing, community involvement, academic clubs, interactive software, parties / social gatherings as context for learning

Preventive strategy 4Engaging Lessons

Quirky, fun fill-ins

Energisers

Starter activities

Humour – jokes, YouTube

Music

Cooperative group work

Multi-channel activities

Magic

A sense of achievement

Technology

Role play and drama

Teach Good Behaviour

When children can’t write, we teach.When children can’t read, we teach.When children can’t add, we teach.

When a child can’t behave, we…Punish.

Preventive strategy 5

What does appropriate behaviour look like in a successful teacher’s classroom?

Teacher-talk/demonstrations:Eye contact, focused on speaker, hands up to ask/answer questions, listening etc.

Independent work:Focused on writing/work, care when using equipment, following instructions for each part of the task etc.

Group/pair work & discussions:Pre-agreed noise levels, using communication skills, all members of group participating etc.

Use Routines to Teach Good Behaviour

Preventive strategy 5

The quick, easy route to an AUTOMATED CLASSROOM & 100% CONSISTENCY

© www.Behaviourneeds.com

Be consistent to avoid confrontation

“Can I go to the toilet?”“No”“Oh please I’m desperate?”“No”“Miss, that’s not fair”“No” “Please Miss I’m really, really desperate!”“Oh for crying out loud…Ok…but come straightback!”

© www.Behaviourneeds.com

Learning Routine For… Entering The Classroom

• 1. Arrive on time• 2. Line up in silence• 3. Enter without talking• 4. Sit in own seat • 5. Complete starter activity

Routines can automate…

Lining UpGoing and Coming From breakHall BehaviourIf Students Finish Work EarlyIf Students Don't Finish Their Work in ClassTidying up/putting equipment awayIf a Student Is LateWhen a Student Needs HelpReturning Student WorkMoving About the RoomIf Someone Is Suddenly IllToilet breaksWhen Visitors Are in the ClassroomListening to/Responding to QuestionsEtc.

Preventive strategy 6

?

He had ALL the strategies. What was missing?

1. Continually letting them know you care

2. Communicating regularly with them

Relationships are like an emotional bank account.

We improve them by making deposits & ADDING VALUE.

How?

Building positive relationships with students

Continually show them you care...

What do people do for/to you to let you know they care?

Communicate regularly with them...

First, find out their interestsSecond, take advantage of opportunities to communicate (Don’t forget written communication)

Building positive relationships with students

• B is attracted to A• B advances towards A.• A moves away from B.• B stops pursuing A.• A is attracted to B.• A advances towards B.• B moves away from A.• A stops pursuing B.

Warning The Attraction & Rejection Game