Challenging Behaviour - Behaviour for Learning

7/30/2019 Challenging Behaviour - Behaviour for Learning

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BEHAVIOUR FOR

LEARNING


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Some factors that might impact on behaviour

Boredom

Unhappy with selfimage

Activities last too long

Problems athome/parents splittingup

Poor control by teacher

Being bullied

Not taking medication

Sitting where cannotsee the board

Cannot hear teacher

Work too easy/hard

Activities lack challenge

Problem with teacherfrom last lesson notsettled

Not completedhomework

Unclear instructions

Arguments with friends

In trouble with police

Argument with mother

before leaving home Seating arrangements

Worried

Unwell


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Be in chargeAs the teacher, and the adult, you are in charge. It is your classroom.

Demonstrate your in-chargeness by the position you take

in the room; keep on your feet as much as possible and be

where you can watch everything that is going on.

Students should be convinced you have eyes in the back of your

head!

Pick up the good things they are doing. Keep moving around the

classroom to establish yourself as the focal point of interest and

authority.

Do not justify or apologise for your rules or your standards.


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Use positive classroom rulesStudents need to know what is expected of them in your classroom.

Establish a set of rules which make desired behaviour explicit. Referto them frequently so that they dont disappear into the wallpaper!

The rules should tell the students what to do, rather than what not todo:

Dont call out. Put up your hand and wait tospeak. Thank you.Dont walk around the classroom. Stay in

your seat please.

Have a feature rule now and again, written onthe board.


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http://www.tes.co.uk/teaching-

resource/Body-Language-Techniques-

6084507/

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Body language and non verbal

communication is essential Have eye contact with all students by moving around, they dont

know where you are going next and they watch you.

This can improve teaching, engage, motivate and manage theclass.

Give positive feedback, leaning towards students praising them,nodding your head, using hand gestures to invite participationand moving around the class to gain attention.

All this shows you are comfortable, relaxed and in charge.

Folding your arms and standing behind you desk says that you

dont want to make contact with the students.


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Some final thoughts

Remember

You are only human

Some difficulties will always be out of your control

React from the head not the heart

Recognise the positive aspects of your work

Prevention is always better than crisis management

Its not about win or lose

Give yourself a pat on the back


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Establish start of lesson routines Never attempt to start teaching a lesson until the students are ready. Its

a waste of everyones energy, giving the impression its the teachers jobto force students to work and their job to resist, delay, distract, wind up,

etc.

Often this task avoidance is a smoke screen hiding worries about whatyou are going to ask them to do.

Have a routine way to begin; a quiet activity that students can get right

down to promoting a structured and orderly start, one without needingany explanation.

Copying the LO from the board, spelling practice (familiar key languagefrom the current topic) are activities to set a quiet tone.

Do not allow discussion or be drawn into discussion.

If you take the time to establish this, lessons will start themselves!You wont have that battle at the beginning of every lesson to get

yourself heard.


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Settling the class Routines, such as greeting students at the classroom door,

establish a respectful tone for the lesson and help to build

positive relationships.

You can use this time to signify their 'presence', to acknowledgestudents as individuals, to be alert to potentially difficultsituations, and to carry out administrative or pastoral routines

such as collecting homework and reading report cards. This canbe done quickly and efficiently, so that the lesson can beginpromptly


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Be prepared and armed with a list of actions, in order of the level of

intrusiveness getting greater :

1. Tactically ignoring attention seekershowever there must be a stage

when you intervene.

2. A knowing lookthe Anne Robinson, over your glasses.

3. A tap on the shoulder /desk as you move around the room no

audience.

4. Crouch down to his level and quietly speak to him.

5. Mentioning the students name (and the action) Jo dont keephumming, it stops us from working. Thank you.

6. Redirect behaviourOkay, Jo and Ali. Were on page 23 looking at how

Lennie responds. Thank you.

7. A simple direction to actDo your work now Sara otherwise you will

have to spend time with me at break, your choice. Always offer choice.Watch your body language.

8. Deflect confrontation by acknowledging concerns, feelings and actions

Yes, you may have been talking about your work but I would like you to

complete the section please.


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11. Short term removal to a spare desk - When you can show me you can work

as hard as you did last lesson, I will consider moving you back. Then move

away, dont be dragged into confrontation.

12. Time out to calm down and think, non confrontational, after a couple of

minutes go out and discuss the issue quietly offering choices to return. Whenready Jo can return.

13. A note to parents in contact book.

14. Short informal detention break time.

15. Longer formal detention one hour official in contact book.

16. Mention to Form Tutor/HOY.

17. Referral to HOD.

18. Formal letter to parents.

19. Interview with parents.

This is an example of the process only. There are lots of sanctions that

can work effectively at a low level of stress. Firmness and fairness is the real

key. Keeping to the issue and not being drawn into the Thats not fair - you

are always picking on me syndrome is important. Most importantly the key

is to use the least intrusive level possible to change the students behaviour

and allow the lesson to continue. Always try to de-escalate the situation.


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CHOICE

Choice will defuse and redirect a situation.

Choice gives you time to walk away and gather

your composure and be calm.

Choice gives the student time to think and save

face.

Choice should always give take up time.

Emphasis the choice belongs to them and agree

if they say You cant make me.


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STRATEGIES TO AVOID CONFRONTATION

Do not over react.

Check that they know what is expected of them.

Remain calm, speak slowly and be aware of the students emotions.

Listen to what the student says with full attention and be supportive.

Make sure it is the behaviour you criticise not the student.

Respect personal space.

Be aware of your body language and position.

Look for solutions to problems rather than who or what caused the problem.

Keep control of the conversation.

Dont get into a debate about the students behaviour in front of the class.Neither of you need an audience.

Leave yourself and the pupil a gracious way out.

Acknowledge positive behaviour.

Praise quickly and consistently. Be consistent.


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Be specific and clear in your instructions

Get a students full attention before giving instructions. Make sure

everyone is looking at you and not fiddling with a pencil, turning

around, looking at a book, etc. Only give instructions once;

repeating can unwittingly train a pupil to not bother to listen

properly the first time. Smile as you give instructions.

Don't be too wordy and dont imply choice when there actually

isnt a choice by tacking Okay? on the end, or sound as though

you are merely suggesting, Would you like to ? How about?

Dont you think you should..?

Be very clear in all your instructions and expectations. Have a

student repeat them back to you.


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Catch them being good

Praise is the most powerful motivator. Good work John, I am so

pleased with you, I know its annoying having to redraft your work

but you are really doing well. Be willing to appreciate the smallest

of effort and explain why it pleases you.

Remind students of positive consequences for positive behaviour,

then follow through. Stick to your guns and dont be bullied into

giving rewards that havent been earned.

Some positive behaviours are easily overlooked. Remember

to praise students for homework in on time, working quietly, not

swinging on chairs, contributing to class discussion, helpinganother student, promptly following your instructions, using

common sense.


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Manage the end of the lesson

Do not run your lesson right up to the last minute and then have

to rush because the next class is waiting. Allow time to winddown, answer questions, put equipment away, write home

learning and reflection.

Have a short, educational game up your sleeve if there is time to

spare. Manage the students exit of the room, have them stand

behind their chairs and wait to be asked to leave. Perhaps address

each pupil by name and have them tell you something they learnt

today that they did not know, or you tell them something they did

well today.

Thank them at the end of the lesson for being good and pleasure

to teach.


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Use no-blame languageAvoid appearing to blame students for their lack of learning. Phrases

such as Which bit havent I explained well enough?will stop pupils

feeling its all their fault. NO dont say it sarcastically.Other useful positive words and phrases for the

classroom include:

When you finish

I know you can

Im sorry, I should have made it clearer.

What do we need remember here?

OK, so you havent quite mastered it yet.

Up to now, this bit has proved a little tricky.

Today you have a fantastic opportunity to show yourself how much youveremembered from the last module.

You will remember .......

Your choice / its up to you / you decide.

Thats right, isnt it?

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Challenging Behaviour - Behaviour for Learning