Birch Hill Primary School

Birch Hill Primary School

BEHAVIOUR GUIDANCE AND STRATEGIES

AUTUMN 2009

Birch Hill Primary School Behaviour Policy

26/11/13 Alan Harding Page 2 of 20

H:\POLICIES\Behaviour Guidance and Strategies Autum n 09.doc

contents

1.1 Consistency Model Approach ............................................................................... 4

1.1.1 Predictability ................................................................................................... 4

1.1.2 Fairness ........................................................................................................... 4

1.1.3 Attention ......................................................................................................... 4

1.1.4 Rights and Responsibilities ........................................................................... 4

1.1.5 Underlying Principles ..................................................................................... 4

1.1.6 Setting Expectations Through Rules ............................................................. 5

1.1.7 Setting Expectations Through Teachers’ Own Behaviour. .......................... 6

1.1.8 Using Acknowledgement And Affirmation. .................................................. 6

1.1.9 Sanctions And Consequences ....................................................................... 6

1.1.10 A Note About Sanctions ............................................................................. 6

1.1.11 Intervention Style ........................................................................................ 7

1.1.12 Intervention Style: Some Caveats! ............................................................. 7

1.1.13 Summary ..................................................................................................... 7 2 Dealing with Persistent Misbehaviour ........................................................................ 7 3 Further Guidance ......................................................................................................... 8

3.1 Group control ........................................................................................................ 8

3.2 Attitude & Approach ............................................................................................. 9

3.3 Non - Verbal Behaviour .......................................................................................10

3.4 Verbal Behaviour .................................................................................................10

3.5 De-escalation Skills and Positive Handling Planning ........................................11

3.5.1 Communication ............................................................................................11

3.5.2 Posture ..........................................................................................................11

3.5.3 Awareness of Space .....................................................................................11

3.5.4 Pacing and Chasing......................................................................................12

3.5.5 Help Scripts ..................................................................................................12

3.5.6 Intonation .....................................................................................................12

3.5.7 Positive Touch ..............................................................................................13

3.5.8 Where Can We Touch?..................................................................................13

3.6 Challenge and Positive Interventions ................................................................13

3.6.1 Some Fundamentals .....................................................................................13

3.6.2 ‘With-it-ness’ .................................................................................................13

3.6.3 Should I Just Ignore It? .................................................................................14

3.6.4 Types Of Challenge ......................................................................................14

3.6.5 Least Intrusion..............................................................................................14

3.6.6 Care With Language .....................................................................................15

3.6.7 Easing In .......................................................................................................15

3.6.8 Keep It Private ..............................................................................................15

3.6.9 More Care With Language ...........................................................................15




3.6.10 Resume Normal Relations ASAP ..............................................................16

3.7 Establishing a Behaviour Plan ............................................................................16

3.7.1 Making A Class Charter ...............................................................................16

3.7.2 Using Encouragement ..................................................................................16

3.7.3 Other Rewards and Incentives.....................................................................17

3.7.4 Some Issues With Incentives… ....................................................................17

3.7.5 Sanctions Work Best When They Are: .........................................................17

3.7.6 Example Of Sliding Hierarchy Of Sanctions ...............................................18

3.7.7 Assertive Intervention ..................................................................................18

3.7.8 Back On Track ..............................................................................................19

3.8 Behaviour Logs ....................................................................................................20


26/11/13 Co-ordinator’s Name Page 4 of 20


1.1 Consistency Model Approach

Teachers often talk about the need to be consistent with pupils. What is not sometimes appreciated is the extent to which this consistency needs to operate. This is especially true for pupils with behavioural needs. A well thought through and effectively delivered consistency plan serves all pupils well.

1.1.1 Predictability

For the pupil, routine and predictability feel safe. Consistency equals predictability. Be creative with lesson content, not with routines. For the pupil, a consistency plan takes away the ambiguity of a situation. For the teacher, it will mean having more confidence that a situation has been dealt with in an appropriate way and one that is endorsed wholeheartedly by school policy.

1.1.2 Fairness

We all have an acute awareness of fairness. This is as true for adults as it is for children.

Children with behavioural difficulties may have a background of being treated unfairly. They may be making judgements about the adults around them, perhaps trying to generalise if it is all adults who treat others unfairly or just some. A consistent approach will help them to understand that teachers want to be fair. If teachers are judged to be fair then their status in the eyes their pupils will increase. Pupils will look upon their teachers from a standpoint of mutual respect. In this way, very positive relationships can be formed and teachers can positively influence the lives of their pupils. Coupled with the concept of fairness is the fact that in using a consistency model approach, teachers do not need to differentiate between the behaviour management style adopted for typically behaved pupils and those who present with greater behavioural needs. The consistency model is used for all pupils all of the time.

1.1.3 Attention

The consistency model approach can help to fulfil all pupils’ need for attention, not just those who are especially needy in this area. Successful practitioners notice when things are going well and capitalise on these times helping to create a positive, purposeful learning environment.

1.1.4 Rights and Responsibilities

The consistency model is grounded in rights on responsibilities i.e. teachers have a right to teach and a responsibility to keep their pupils safe; pupils have a right to learn and a responsibility to not infringe upon the learning of others.

1.1.5 Underlying Principles

The underlying principles in the consistency approach are those which are applicable to all ‘people management’ situations:

✓ Let others know clearly what the expectations are.

✓ Let others know when they are meeting or exceeding the expectations.

✓ Let others know in a calm, assertive way when they are not meeting expectations.

Support those who need support in meeting the expectations, giving them an opportunity to reflect upon what is not going so well and how they can improve.

Treating others at all times with dignity, compassion and respect.




1.1.6 Setting Expectations Through Rules

Pupils need to know very clearly what is expected of them behaviourally. There is a definite place for rules in the classroom and these rules need to be taught. We can teach rules through using and referring to them regularly. Some children need also to be taught some skills that the rules encompass. Rules should be active and high profile at all times, especially when things are going well in the classroom. Rules need to address the behaviours that are the cause of issue and need to relate to observable behaviours. There is little room for ambiguity in a consistency model approach. Rules need to be few and memorable. If the teacher cannot remember all of the rules then they are unlikely to refer to them through the course of teaching. Moreover, pupils will not remember them. It is surprising but most misbehaviour can be addressed with very few rules. Some time might need to be spent explaining some aspects of some rules but generally, the simpler they are the better. An example of a good set of rules for the classroom is:

✓ Do as asked.

✓ Let others work.

✓ Respect property.

✓ Keep hands, feet and objects to yourself.

✓ Sit properly.

✓ Always walk.

✓ Get permission to leave the room.

✓ Use kind language.


26/11/13 Co-ordinator’s Name Page 6 of 20


The rules need to be very visible in the classroom, perhaps on a poster and perhaps illustrated visually.

1.1.7 Setting Expectations Through Teachers’ Own Behaviour.

People are hardwired to attempt to gather information about people by observation. People make subtle observations and sometimes judgements about each other before there is any verbal interaction. Indeed, when there is interaction, much of our information about others comes through non-verbals. As a teacher it is important that you send particular messages through your non-verbal communication to your pupils. Pupils seem to respond best to teachers who are able to convey a sense of “relaxed authority:” they show themselves to be confident and friendly in what they are doing and can be assertive where appropriate.

Teachers who have a ‘plan’ for their behaviour management (i.e. they know how they are going to respond to any given situation) are in a better position to feel confident and to exude confidence and appropriate status messages. How we stand, move talk; use eye contacts etc all contribute powerfully to our implicit expectation setting.

1.1.8 Using Acknowledgement And Affirmation.

When pupils perform well academically teachers often acknowledge this. For example, if pupils respond to a question appropriately teachers will mostly say “well done.” Yet pupils are rarely acknowledged for meeting expectations in behaviour. The motto “catch ‘em being good” (meeting your expectations/rules) holds good. Look for as many opportunities as possible to use named, rule specific praise.

✓ “Jane, Sam, Josh..Well done for sitting properly.”

✓ “Stephen, I notice that you are letting others work, well done.”

All pupils, not just those who present challenges, benefit from such statements and teachers who use this strategy send powerful messages to pupils that they are being noticed, valued and that behavioural expectations are a high profile feature of the learning environment. Use encouragement very prolifically. It should imbue all that is done in the classroom.

Teachers can further encourage and acknowledge the meeting of behavioural expectations through the considered use of extrinsic rewards; stickers, positive notes home, golden time etc.

1.1.9 Sanctions And Consequences

Teachers can use sanctions to underline the fact that there are negative consequences to behaviour inasmuch as that it infringes the rights of others. Sanctions need not be punitive to be effective: it is the inevitability and consistent use of the sanction that is important not how harsh they are.

The aims of sanctions are not to “punish” but to provide timely reminders, periods of reflection, periods of respite and opportunities for reintegration.

A typical set of hierarchical sanctions might be:

� Gentle reminder

� Formal warning

� Lose one minute of break time

� Work alone in class

� Work in another class

� Involve parents/Headteacher.

1.1.10 A Note About Sanctions

The loss of one minute should give both teacher and pupil the opportunity to have a brief chat about what didn’t go so well and to re-establish any perceptions of damage to the positive working relationship. This debrief of one minute should be used in addition to all subsequent sanctions. If the pupil is asked to move elsewhere to work he should have a form to complete allowing him to reflect upon his actions and to consider how they may improve. This form can be used both as a way-in to




the one minute conversation and be kept as a record of the incident. Built up over time such forms can provide valuable information about how things are progressing and they can also be shared with parents and outside agencies.

1.1.11 Intervention Style

Generally, formal intervention with pupils should take the form of an assertive reminder of the rule in close proximity to them, using intermittent but definite eye contact. The exact succinct wording of the rule should be used, followed by the recording of where they are on the sanction ladder. It is important not to dwell on incidents or become embroiled in convoluted mini-lectures about what happened at this point since he could perceive this as being a reward of attention.

Corrective interactions might take the form of:

“John, the rule is to do as asked. I have asked you to work. You have a warning. Now get on..” (Then look to praise and encourage him for doing the right thing at the first opportunity). “Well done, John, I can see you drawing now. Thanks.”

This model of tight consistency should apply in all subjects, especially at those times where there might be less obvious structure for example, PE.

Should there be any incidents of high severity, which may compromise safety or which constitutes serious disruption, then a card system should be put into place which will secure the help of another adult as soon as possible.

Clearly there are organisational issues surrounding the use of some of these sanctions and these need to be talked through as appropriate. Where there is good communication between the adults involved in using such a consistency plan such organisational issues are surmountable.

1.1.12 Intervention Style: Some Caveats!

Simply issuing sanctions every time a rule is broken is not effective; indeed unthinking and emotionally unintelligent approaches can exacerbate situations. The effectiveness and acceptance of the fairness of sanctions is very dependent upon the way in which teachers draw upon their relationship with pupils and the style of intervention adopted. This will be dependent upon how long a teacher has known a pupil and what the previous experiences of the teacher-pupil relationship have been. For example, in the early stages of teaching a class most teachers find it beneficial to be very consistent and to adopt a ‘no nonsense’ assertive style of interaction. As time goes on and as positive and more relaxed levels of interaction are developed teachers often find it more appropriate to use a least-to-most intrusive approach (with most intrusive being use of the formal sanctions) or to even (though risky!) tactically ignore some behaviour if in the long run it is felt that this will bring out the best in any given situation.

1.1.13 Summary

This information is a very basic introduction to using a consistency model. It takes commitment (from individuals and wider school team members) practise, self-reflection and creativity for it to be most effective.

The consistency model has many benefits and has proven to be very effective in managing behaviour. Ultimately though it relies upon the commitment of the teacher to embed it as a natural process of teaching and to recognise and develop the high level of interpersonal skills needed as its support.

2 Dealing with Persistent Misbehaviour

If a pupil does not respond to either the positive strategies or the sanctions, then it is appropriate for an approach that involves people in addition to the class teacher.




The approaches outlined below should not be regarded as steps that need to be progressed through.

It is important that a gradual approach is used if possible, although clearly some children’s behaviour will be such that more drastic measures will be needed sooner.

• Initially, it is important that the pupil’s parent(s) are involved so that they can support the behaviour modification work going on in school. It might be appropriate for a Home-School Link Book to be established. This should have both positive and negative comments as appropriate and as agreed with the pupil’s parent(s).

• The class teacher may also involve the Team Leader to help to reinforce discipline. While it needs to be noted that an over-reliance on another adult can undermine the class teacher’s authority, a defined period of time-out can be of benefit to everyone.

• Should a link-book and the intervention of the Team Leader be insufficient, then it might be appropriate for the Deputy Headteacher to be involved. The SENCO should also be informed of the situation and there should be consideration given to discussing the pupil with other professionals at a SEN Liaison meeting. Parental permission will need to be obtained for this; parents should be involved at all times.

• The class teacher may also want to consider involving the Headteacher, although they should be keeping the head informed about behaviour issues through the fortnightly evaluations.

• When involving an additional adult (Team Leader, Deputy, Head) it is important that the class teacher makes their expectations of their intervention clear to that adult. Sending children to another adult for an unspecified/indefinite time or sending them to sit out side the office for an unspecified/indefinite time is not appropriate.

• If the pupil’s behaviour is persistently unacceptable, it will be necessary for there to be a meeting with parent(s), class teacher, team leader and headteacher. This meeting should outline possible strategies for helping the pupil improve as well as making clear the sanctions available to the school.

• Exclusion will be considered in serious cases, but must be viewed as a last resort and, except for sudden unexpected misbehaviour, should be used only when other options have been tried.

3 Further Guidance

As the title suggests, this section contains some advice and guidance gleaned from a wide range of different sources. These ideas are not intended to be followed exactly but give a flavour of what approaches can be tried to maintain good behaviour.

Staff interactions with pupils are crucial to limiting the frequency, duration & intensity of disruptive behaviours & to promoting their behavioural growth. It is axiomatic that, if some staff responses promote positive & appropriate behaviours, then others, inadvertently, increase the likelihood of acting-out behaviours.

3.1 Group control

Good group control is an integral aspect of effective work with young people. If there is no order to group functioning, then neither individual, nor group objectives can be met.Do

✓ Be on time. Starting & finishing on time are very important.

This sends signals to children about the importance & value that the adult places upon the




activity/lesson & makes colleagues' tasks easier.

✓ Be efficient. The more efficient you are, the better you feel, the higher your level of confidence, the better things are likely to go.

✓ Settle the group to its task with as little delay as possible

✓ Clearly state the expected task, which must be relevant to the ability & interest levels of all the children.

✓ Check that you have been understood.

✓ Try to be clear & decisive.

✓ Address & resolve situations- don't let them drag on or escalate without attention.

✓ Be alert to what is going on & ensure that your attention is distributed across the whole group. Scan the group regularly.

✓ Relate to all the children by verbal exchanges & social reinforcers, such as eye contact, facial expressions & nods.

✓ Know the management system already in the school & how to make it work.

Don’t

✗ Be unclear & hurried in speech or actions.

✗ Overreact.

✗ Issue complicated instructions.

✗ Show favouritism or be inconsistent

✗ Use ridicule or sarcasm.

✗ Have inappropriate expectations.

✗ Belittle effort of endeavour

✗ Send children off in numbers, or a state, that would be problematic for someone else.

✗ Try not to shout – young people get habituated to the volume, use it for effect.

3.2 Attitude & Approach

Staff members' attitude & approach in all situations affects the quality of relationships with pupils. In situations of rising tension, staff attitude & approach is crucial. It can improve or complicate the chances of success.

Do

✓ Appear calm & collected if possible – you are communicating messages.

✓ Be clear & firm about boundaries of acceptability.

✓ Show a non- biased nature & be aware of self-fulfilling prophesies & labelling.

✓ Be prepared to listen.

✓ Know when the situation is in stalemate. Don't create a win – lose situation without it being a calculated decision.

✓ Be flexible in thought & response. Use tangential techniques

✓ Spontaneously provide a range of roles, from dominance to reflective support.

✓ Value people as individuals.

✓ Be a sensitive objective observer who can make valid diagnoses.

✓ Wherever possible, show trust & allow pupils to resolve their own problems.




Don’t

✗ Be fooled into thinking you should always be able to deal with any situation.

✗ Expect colleagues to do without your support.

✗ Be unfair or hostile.

✗ Use high tariff intervention where low tariff will suffice.

✗ Inflate the situation out of proportion.

✗ Allow yourself to be wound up.

✗ Carry on, if you know you are wrong.

✗ Re-start the argument or incident once calm has been achieved.

✗ Use unnecessary peer group pressure.

3.3 Non - Verbal Behaviour

The primary reason for using & interpreting non- verbal signals is to reinforce positive behaviour quietly, but frequently; to de-escalate at a very early stage, or to signal low key staff involvement. Once sent, there will normally be a response. Similarly, acknowledging such signals from a pupil or the group, also enables low key responses from staff.

Do

✓ Make an attempt to look at an individual when you are making an important point; intermittent eye contact is very powerful.

✓ Be aware of the signals given out by your body position & posture.

✓ Try to sit down.

✓ Nod your head to indicate attentiveness.

✓ Smile – particularly to show agreement.

✓ Be aware of the physical distance between yourself & others & the message it conveys

✓ Raise your eyebrows to question.

✓ Use hand, shoulder & whole body gestures to support discussion.

✓ Use appropriate physical contact as reassurance.

✓ Seek signals that your message has been correctly received.

Don't

✗ Invade personal space.

✗ Use staring, threatening eye contact.

✗ Stand over pupils in a threatening manner.

✗ Appear to lack confidence.

✗ Appear tense

✗ Retaliate with physical gestures.

✗ Use inappropriate physical contact with any child.

✗ Be oblivious to signals within the environment.

✗ Remain static.

✗ Appear intimidated.

N.B. People on the autistic spectrum often have difficulties interpreting non-verbal communication.

3.4 Verbal Behaviour

Verbal communication operates at many levels within the teaching, caring & therapeutic processes at school. It is probably, the most important tool staff have, in




helping young people towards personal growth and, employed correctly, the most powerful de-escalation skill staff have in their possession.

DO

✓ Acknowledge the existence of a problem – check for anxiety (however it is manifested)

✓ Give reassurance & offer support

✓ Be aware of voice quality, pitch & power; make good use of pauses, allow take–up time

✓ Paraphrase what has been said & check back with the child that it is accurate.

✓ Present facts or issues which may not be known to the child.

✓ Draw upon personalisation & former relationship factors. Invoke the norm of reciprocity

✓ Put the onus on the child to resolve the situation wherever possible; pointing out consequences, offering choices & alternatives. Always provide an " escape route

✓ Use the word "we" in discussion & explain that the solution can be a " together " one.

✓ If you can, offer " If I were you, but it's up to you" programming leads.

✓ Identify the options – give three, with the preferred choice always last.

DON'T

✗ Ever place the young person in a position of no escape.

✗ Use destructive criticism, sarcasm, belittling methods to humiliate.

✗ Remind the child of previous incidents.

✗ Use personal details in front of a group.

✗ Make unrealistic threats. Make insensitive remarks Lose your temper

✗ Make, "YOU WILL" statements

✗ Allow the, "You can't make me - I won't", type situations to develop.

✗ Get involved in "You did – no I didn't", type arguments.

3.5 De-escalation Skills and Positive Handling Planning

3.5.1 Communication

Human beings cannot stop themselves from sending and receiving information and making judgements. As social animals we are programmed to continually signal and decode a wealth of information about ourselves. Whether or not we are aware that we are doing it, the fact remains that nobody has the option of opting out of this process. It happens subliminally and automatically. People can only choose whether to be careful or careless about the messages they are sending and receiving.

3.5.2 Posture

Body posture communicates how people are feeling. We can subconsciously detect if somebody is feeling anxious, tense, relaxed or aggressive from the way they hold their body. Staff must pay particular attention to the postures they adopt when dealing with angry or distressed people. Angry people tend to stand toe to toe, so staff must deliberately step back. Angry people often use aggressive hand gestures such as cutting or stabbing finger motions, so staff must keep their hands low and calm.

3.5.3 Awareness of Space

"Some thirty inches from my nose,




The frontier of my Person goes,

And all the unfilled air between,

Is private pagus or demesne, Stranger, unless with bedroom eyes,

I beckon you to fraternize,

Beware of rudely crossing it:

have no gun, but I can spit."

WH.Auden

Most people seem to know roughly what distance they need to maintain for their own comfort and that of others. This is partly innate and partly learned, as the rules vary from culture to culture. When people are artificially forced into personal space, in lifts or on crowded trains, they feel uncomfortable. The usual response is to avoid eye contact, looking at the ceiling or floor. This creates psychological distance. As soon as people have a choice they tend to step back into public space where they feel more comfortable.

The boundary between public space and personal space often coincides with the point at which a swinging fist can have the greatest impact. For that reason, when carers are talking to distressed or angry people they should learn to step back and to the side outside the circle of danger.

3.5.4 Pacing and Chasing

Angry people often pace around in tense situations and carers should try to avoid the temptation to follow as they attempt to help them calm. This can be counter-productive as it may trigger an animal chase response and drive the other person away. Where possible, it is preferable for the carer to stand still, speaking calmly, clearly and confidently or even sit down.

3.5.5 Help Scripts

An important part of the programme involves the development of help scripts. These are codes to be used when situations are becoming difficult. The scripts are developed to allow simple messages to be passed without misunderstanding without provoking an argument. The framework avoids the use of "you" and there is a "no blame - no threat" message throughout. The form of words is intended to make it easier to avoid arguments. Similar scripts can be created through the use of symbols and pictures. People respond to their own name, so it is good practice to use the name to get their attention.

"John... I can see that something is wrong / has happened"

Acknowledge there is a problem without allocating blame. Telling a person that you can see they are angry, or even upset, suggests that they are the problem and offers an opportunity for argument — "No I'm not..." Our aim is to give help and support.

"I am here to help ... talk and I’ll listen..." Give the client a direction and the staff a function.

"Come along, ..."

Coupled with a non threatening sideways stance this invites the person to move along with the staff member and presupposes that they are going to resolve the situation peacefully. It offers a way out with dignity.

3.5.6 Intonation

People who think their pets understand what they are saying may be deluding themselves, but animals do seem to be sensitive to intonation. Intonation is the noise people make when they are speaking. It is the sound a person makes when they speak to a dog that determines whether it wags its tail or cringes. Intonation




can convey a lot of information regardless of the words used. When people are anxious, or angry, they tend to talk faster, higher and more loudly. In a crisis staff need to deliberately speak slower, lower and more quietly.

3.5.7 Positive Touch

Some policy makers mistakenly assumed that all touch was negative and came up with so called "no touch" policies, even in settings which described themselves as caring. The values exercise at the beginning of Team-Teach training exposes the folly in this line of thinking. Very few people would adhere to a no touch policy if it applied to people they care about. Physical prompts, guides and reassurances are necessary in a range of settings. More intrusive physical contact is necessary when people are supporting young children or older people with disabilities. Whenever organisations expect their staff to make physical interventions they should provide clear guidance about what is appropriate.

There is a body of research which demonstrates the positive aspects of touch. Sales people are encouraged to make brief physical contact because it increases the chance of a sale. In schools, studies have shown that where teachers were encouraged to make brief physical contact both relationships and academic results improved. This should not come as a surprise. Social relationships within the group are defined and maintained through mutual grooming in many animals. Touch is an important part of relationship building for humans too

Positive touch is appropriate when it meets the needs of the child or vulnerable adult but in order to protect both staff and clients organisations should provide clear guidance about when and how touch should be used.

3.5.8 Where Can We Touch?

In most cultures the places where strangers are allowed to touch are extremely limited. As a general rule the hands and arms seem to be considered neutral zones, although even here there is some dispute. Whereas women will often say that the whole arm is a neutral zone, in western cultures men tend to limit social contact to the hand and upper arm. Many Team-Teach techniques focus on controlling the arms just above the elbow. This is also the appropriate initial focus for positive touch and personal safety.

3.6 Challenge and Positive Interventions

3.6.1 Some Fundamentals

✓ Use “least to most” intervention strategy. ✓ Plan the response rather than reacting emotionally. ✓ Take into account the context and possible consequences. ✓ Judge the seriousness to maintain a sense of relaxed authority. Being too

laissez-faire or too authoritarian will undermine this.

3.6.2 ‘With-it-ness’

✓ Ability to communicate to pupils your knowledge of what is going on in the classroom without having to say as such.

✓ Display of alertness, confidence and care.

✓ Identification at an early stage of a situation and an intervention that minimises possible negative effects.

✓ Show with-it-ness through knowledge of pupils: names, birthdays etc.”

✓ Carrying through consequences is a must.

BUT:




✓ Status can be undermined if target of desist is incorrect or if timing is wrong.

SO:

✓ Status can be maintained through asking open neutral questions “How are you getting on with that question Derek?”

✓ Intervention just before behaviour is forthcoming is proven to decrease the likelihood it will reoccur because the with-it-ness reinforces messages of control and status.

✓ Be aware of the public nature of intervention and ask if it might be more profitable to follow up privately.

✓ Be creative e.g. play numbers game “There are six people with shoelaces undone” etc

3.6.3 Should I Just Ignore It?

Unwanted behaviour should never be ignored but can be selectively or tactically not responded to as a planned tactic to try reduce motivations of attention or power seeking. Know what you are willing to ignore, why you are ignoring it and for how long.

Skill is to show that more significant attention is being deliberately withheld.

Involves responding very overtly to wanted behaviours.

Danger in invitation of escalation and then forced into reinforcement of the behaviour you are wanting to ‘ignore’.

Works better with younger pupils.

3.6.4 Types Of Challenge Closed challenges:

✓ No attempt is made by pupils to “cover up” behaviour.

✓ (e.g. excessive talking, mild distraction of others in playfulness).

✓ Incidents often do not evolve into higher order disruptions.

✓ “With-it-ness” can bring the situation back.

✓ Least intervention most effective.

Open challenges:

✓ Behaviour that is meant to involve other pupils and annoy teacher purposely.

✓ Pupils often show a high level of control checks: looking at teacher, non verbals to others etc.

✓ Pupils often try to make excuses. “It was an accident.” “We were only messing about.”

✓ If these situations are not dealt with decisively and confidently, pupils will move to not caring about getting caught.

✓ A defined and purposeful behaviour plan is invaluable to supporting coping with this.

3.6.5 Least Intrusion

Use asides/incidentals as a least intrusive strategy: e.g. whilst teacher is reading pick up bin and take it over whilst continuing to read. (High risk, plan for non-compliance).

✓ Gives minimal overt attention

✓ Pre-supposes compliance.




✓ Gives minimal distraction.

✓ Choice rests with pupil.

✓ Can be followed up if compliance not forthcoming.

3.6.6 Care With Language

Establish class rules as part of a plan. Use them often. If rules begin with “do not,” try

to make other incidental comments very positive.

✓ “Shhh” becomes “Quiet voice, please.”

✓ “You’re staying in for break if you don’t finish.” becomes “You can leave for break when..”

✓ “Leave those plants alone.” becomes “Plants get damaged easily Jim.”

✓ Use terms of endearment selectively to soften response/distract/add humour. “Now then Mr Beckham..”

3.6.7 Easing In

E.g. Talk about weather, football, weekend etc.

Follow up with reminder. “By the way, don’t forget to sharpen your pencil.”

Protects relationships and is dignified.

It presupposes that teacher authority is established: make sure it is

3.6.8 Keep It Private

✓ Conduct interaction just out of class/door if confident of leaving class for a few moments in safety.

✓ Use surprise tactics/comments.

✓ Occasionally write positive letters/notes.

✓ Phone home.

✓ Whisper “distracters”/compliments etc

3.6.9 More Care With Language

✗ “Hey, Molly. Stop that talking now or you can get out of my room. Do you hear?”

becomes

✓ “Molly. You must stop distracting others. I’ve asked politely once. Choose to quieten down or I’ll have to ask you to leave the room. Last chance.”

✓ Ensure it is made clear that pupils own their own behaviour.

✓ Use the language of choice gives an opportunity to cooperate and save face.

✓ “You can choose to work quietly here or at the front.”

✓ “You can put the bracelet on my desk or in the cupboard.”

✓ Tone must not be too weak or too authoritarian. Relaxed, definite and assertive.

✓ If safety is an issue then do not offer choices! Take control right away.

✓ Agree/empathise.” Well I care about you so I’ll just go ahead and…”

✓ Develop a script “ OK, I’ll come back to you when I’m ready.”

✓ Walk away as soon as possible or adopt other status saving tactic.




✓ Don’t demand respect but comment on it if you need to “I expect politeness.” then go and return later.

✓ Try to forget about it and move on.

3.6.10 Resume Normal Relations ASAP

✓ Look for opportunities to resume normal relationships ASAP.

✓ Avoid reference to previous incident.

✓ Generalise and use neutral comments. “How are we getting on now Ryan? That’s great. Keep it up.”

✓ Note achievement in returning to work and encourage publicly or privately.

✓ Use “we.” “We coped well there in the end Jim.” (then leave the issue).

✓ Ask a favour. “Could I use your rubber please Ryan?” “ Pop this note to the office Ryan, please.”

✓ Avoid sounding as if you are pleading or currying favour.

✓ Empathise with pupils, accept complaints but stick to instruction. “I understand you feel it to be unfair, but right now you need to follow the rule. We can talk about it later.” Then do offer to talk about it.

3.7 Establishing a Behaviour Plan

3.7.1 Making A Class Charter

✓ Few as possible, written in age appropriate language.

✓ Discussed with the class

✓ Memorable.

✓ Relate to observable behaviours and there is an understanding about the difference between rules, routines, aspirations etc.

✓ Formally taught, regularly taught and form part of the PSHCE curriculum.

✓ Shared across the whole community.

✓ Taught as a ‘natural part’ of classroom language i.e. when pupils are observed following them or not following them.

✓ Apply to everybody in the school community and all adults make a point of abiding by them.

✓ Supported by agreed encouragement and agreed planned sanctions.

✓ Wrapped in the language of rights, responsibilities and choice.

3.7.2 Using Encouragement

✓ It is free and (should be) in copious supply.

✓ We can teach the rule as we encourage, thus promoting a positive ‘ripple effect.’.

✓ We can express authenticity in valuing those who comply to our behavioural expectations.

✓ “Well done Alison for sitting properly on your chair.”

✓ “Thank you for following my instructions Jim, I really appreciate it.”

✓ We can anticipate possible non-compliers in a positive way with pre-emptive/re-directive encouragement.” Well done for sitting properly on your chair Lucy” (before she has even sat on it)!




✓ It benefits both parties. It can relieve stress and refocus on positives.

✓ (Avoid: “Well done class.”…Not because it is wrong but because it is vague and may become habitual).

Most teachers over estimate the amount of encouragement they actually give. Many teachers claim to encourage but in reality don’t encourage nearly as often as needed to be as effective as possible.

3.7.3 Other Rewards and Incentives

Time.

✓ A few minutes extra break time.

✓ Golden time.

✓ Favoured/negotiated task time.

✓ Your time.

Material rewards.

✓ Raffle tickets

✓ Marbles in jar etc

✓ Stickers (be careful with sticker charts?)

✓ Positive phone call home

✓ Positive note home.

✓ Make them easy to administer

✓ Unconditional positive reward.

✓ The genuine warmth of a caring human being.

✓ How can you show this? Can you maintain it minute by minute, day by day?

3.7.4 Some Issues With Incentives…

✓ Concrete/tangible rewards can create materialistic children who ask: "Why should I do what you ask? What's in it for me?"

✓ These rewards focus on the control of adult, and pupils learn to “creep” rather than think for themselves. They may become dependent on the adult. The youngster does not internalise the appropriate reasons for engaging in the desired act.

✓ Pupils who don't get rewards may act up out of resentment toward you for not noticing their pro-social behaviour.

✓ If you use a limited administration of rewards (e.g., winner of the week, best essay writer), this contest pits pupils against each other and creates conflict, resentment, and rebellion. Most pupils also realise that the same two or three pupils will keep winning, so why should they even try to excel?

✓ Pupil’s self-esteem becomes dependent on the approval of others, rather than their own self reflection. In our efforts to build self-esteem and independence, we instead create "approval junkies" who constantly judge themselves by the approval of others rather than self-evaluating.

3.7.5 Sanctions Work Best When They Are:

✓ Used intelligently and calmly.

✓ Agreed by the school community.

✓ Taught formally at the start of each year.




✓ Revisited formally at intervals.

✓ Referred to/used throughout the whole school day.

✓ Seen (as far as possible) to be consistently applied.

✓ Non punitive. Be used as a tool for restorative justice and reflection.

✓ Not physically or psychologically harmful.

✓ Non arduous to administer.

✓ Be predictable/hierarchical.

✓ Non negotiable at the point of delivery.

✓ Emphasise ‘de-personalisation’ but are delivered humanely.

✓ Recordable in the short term and for some pupils in the longer term.

✓ Are not withdrawn unless a mistake has been made.

3.7.6 Example Of Sliding Hierarchy Of Sanctions

✓ Verbal reminder

✓ Formal warning

✓ Lose 1 minute from break

✓ ‘Time out’ to another area of the room

✓ ‘Time out’ to other class until session end

✓ Phone home

✓ Involve Head teacher

3.7.7 Assertive Intervention

✓ Adopt suitable body language/position.

✓ Quote the rule.

✓ Point to the rule.

✓ Say what should happen.

✓ Calmly state the school’s agreed consequence.

✓ “Jack, I notice that you are swinging on your chair. The rule is that we sit properly. Please do so. Thank you.”

(If non compliant)

✓ “Jack. I’ve reminded you politely. The rule is that you sit properly. I have to give you a warning.”

✓ Look for opportunity to then praise straight away.

If still not compliant, ‘back chatting’ etc

✓ Observe your body language.

✓ Definitely move into social space.

✓ Empathise.

✓ Use “broken record technique.”

✓ Agree to listen later on your terms.

✓ “Jack, I understand that you might be upset about this but we have agreed these rules. I really care about you and am happy to listen to you after the lesson but right now you need to follow the instruction.”




✓ Look for an opportunity to encourage/escape conflict straightaway.

3.7.8 Back On Track

✓ Losing a few minutes of break presents an opportunity for discussion.

✓ Use solution focussed techniques to get the best out of these moments.

✓ Use reflection sheets when pupils are given time out. Use these as a starting point for discussion.




3.8 Behaviour Logs

Use behaviour logs to set targets, support, briefly record incidents use as a reflective tool and to celebrate achievement.

EXAMPLE OF A BEHAVIOUR LOG

Day:

My target today is……………………..points

Did I meet my target? Yes No

SESSION 1

How well did I…

Follow instructions?

1 2 3

Keep hands, feet and objects to myself.

1 2 3

Work without distracting others?

1 2 3

Respect property?

1 2 3

Sit properly?

1 2 3

SESSION 2

How well did I…


1 2 3


1 2 3


1 2 3

Respect property?

1 2 3

Sit properly?

1 2 3

SESSION 3

How well did I…


1 2 3


1 2 3


1 2 3

Respect property?

1 2 3

Sit properly?

1 2 3

SESSION 4

How well did I…


1 2 3


1 2 3


1 2 3

Respect property?

1 2 3

Sit properly?

1 2 3

Pupil/adult comment

Equal Opportunities

Due regard will be paid to the school’s equal opportunities policy to ensure that children are not discriminated against in the application of this curriculum policy.

Special Educational Needs

Due regard will be paid to the school’s Special Educational Needs policy to ensure that pupils with special needs are catered for in the application of this curriculum policy.

Gifted and Talented Pupils

Due regard will be paid to the school’s policy for gifted and talented pupils to ensure these pupils are catered for in the application of this curriculum policy.

Health and Safety

Due regard will be paid to the school’s health and safety policy to ensure that school guidelines are followed in the application of this curriculum policy.

Documents

Birch Hill Primary School