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Advance OrganiserTopic Bill Rogers Behaviour Management
Sub-topics Prevention, Positive Correction, Consequences, Whole School Behaviour Management Plan
Link to Prior knowledge and Rationale
Many of you will have heard of Bill Rogers from his videos, books or as a presenter.
You are all skilled teachers and use many successful behaviour management strategies to deliver the curriculum, and you probably already incorporate some of Bill Rogers preferred practices. These staff meetings will affirm your classroom management .
Organisation Two 45min staff meetings:
PowerPoint presentation, with ‘Think Pair Share’, and staff discussion
Staff discussion on school behaviour management plan
Outcomes Have a greater understanding of Bill Rogers preferred practices
Enhance strategies for dealing with behaviour management in the classroom
Provide some background information for developing a whole school behaviour management plan and consideration of core values
Bill Rogers- preferred practices for behaviour management
The first theme of Bill Rogers is that teachers need to plan for managing students’ behaviour just as they do for curriculum programmes.
This includes the use of prevention, positive correction, consequences and supportive strategies in the classroom
The secret of success is the ability to survive failure
Noel Coward
Prevention
Relationships
What are our rights?
1. To be treated with dignity and respect
2. To feel safe physically and emotionally
3. The right to learn and to teach
Respect, responsibility and rights are the triad of relationship building
Prevention Responsibilities
Consider others rights
Need to teach manners at the start of year
Turn these into routines e.g. how we enter and leave the classroom, chairs under the table…
Remember visual learners and display routines as posters
Prevention Classroom Rules
Collaborate with students- use inclusive language e.g. To feel safe in our classroom we…
Copy to parents and principal
Publish and visual in the classroom
Mainly Positive
Prevention Tactical Pausing
Short rest before instruction
Wait until students follow instruction( look this way) before continuing
e.g. Looking this way …………… our lesson today is on……
Tactical pause
Prevention
Motivation
Relevant, appropriate and engaging curriculum planning
Set clear expectations about learning, task etc
Cater for the special individual needs of learners in the classroom
Have regular classroom meetings to solve class problems
Use teaching strategies that cater for mixed abilities- for example peer tutoring, co-operative learning and grouping students
Prevention Building Co-operation
Prevention Classroom environment
Well planned room organisation Base seating plan on behaviourAdequate resourcesMonitor and limit behaviour such as having
to wait, task length etc…
Prevention
Managing noise
Monitor noise levelWork noisePartner noise Consider a noise meter- class
or group reward for keeping with boundaries
1.Describe the behaviour
2. Discuss the impact
3. Thank them for it
e.g. “You were all quiet going past that room -so their class was not disturbed by noise- thanks”
Positive relationships are the fabric that weaves everything together
Prevention
Planned Encouragement
Positive Correction Correction is planned in advance because behaviour management is an emotional issue
The language to use –what we say and how we say it .The language of respect, care and empathy is the sound that reinforces positive relationshipsBalance with the ‘language of encouragement’Speak and act in such a way as to minimise embarrassment, undue confrontation and hostility, especially the annoying, frustrating onesWhere possible take the student aside from their peers
Positive Correction Planning- least to most intrusive management
Select the best strategy
Manage the correction in the least intrusive way
E.g. a choice, before a warning, before a consequence
A theory must be tempered with
reality.
Jawaharlal Nehru
With some low-level disruption, a wink a nod or a brief stare. It is a form of non-verbal direction that says, “You know that I know that you know”.
Positive Correction
Non-verbal directions or cues Privately Understood Signals
Primary behaviour is the primary disruption
Avoid arguing or ‘feeding’ ‘secondary behaviours’ or side issues (where possible)
Tactical ignoring of some behaviours especially secondary or attention seeking behaviour
Positive Correction Tactical ignoring
Demonstrates expectation
Is the cue when we turn aside, or walk away, after having given a direction Enables trust, and maximises face saving
Positive Correction
Take-up time
Standing/sitting close to the disruptive student or group
Positive Correction
Moving around the classroom
Positive Correction The D’s-
Direct questions Don’t ask why questions, ask what, how, when questions e.g. “Sam, what are you doing?” Sam answers, ”Talking to Sue” Teacher replies, “What should you be doing?”
reDirect Simple behavioural directions, “Kale walk thanks”
Defusing potential conflict using repartee and humour e.g. “You are not our normal teacher” Teacher replies “There are no normal teachers, Sally”
Descriptive reminders e.g. “Samuel you are talking”
Distraction e.g. Ask a student not concentrating a question or give them a job
By rephrasing the negatives we can make the direction more invitational in tone
When you have …. then you can…..
e.g. “When we have written the notes in our books then we can do the experiment”
Positive Correction
Conditional directions
Keep positive
: E.g. “Jade- what’s our rule for asking questions?”
or “Cane you know our rule for listening …use it thanks.”
Positive Correction
Rule reminders
Partially agree with the student and then refocusing back to the required behaviour
It’s an acknowledgement of the student’s argument
E.g. “Maybe it is a dumb rule but I’m asking you to put your mobile in your bag and turn it off”
Positive Correction
Partial agreement
Direct students to responsibility for their own behaviour by using language that emphasises the student’s choice rather than the teacher’s threate.g. “Jade put your pack of cards in your desk or on my table” e.g.2 “Work quietly here or I’ll have to ask you to work separately”
Positive Correction
Choice, Direction
Only get angry over serious issues No emotional brow-beating, sarcasm and cheap shotsAssertion rather than verbal aggression Use ‘I’ language – “I’m angry about this because….”Focus on the behaviour or issue rather than the studentUse cool off time or timeout for a short periods Engaging in repairing and rebuilding at a later stageDon’t publicly argue with student -one on one is best
Positive Correction When you are angry…
Is it reasonable?
Does it keep the respect intact? What does the student learn from it?
Is the consequence related to the behaviour? E.g. A student using scissors to scratch a desk has to stay back and sand desk
Consequences Test for all consequences
Consequences are part of the rights, rules and responsibilities frameworkStudents behaviour is a choice ‘You own your own behaviour…’ ‘Consider other people’s rights…’ Describe the purpose of the consequence (to highlight accountability)Always follow up and follow-through with students beyond class time
Emphasis the certainty rather than the severity of the punishment
Consequences Follow up with Student
Acts as a deferred consequence when a student has not completed a task
Some behaviour consequences will need to be deferred until after cool-off time
May involve repairing and rebuilding
Establish a school wide approach for the use of consequences for common rule breaking behaviours
Consequences
Follow-up