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Challenging Challenging BehaviourA presentation designed to inform and educate training teachers
Lee Cantor - Assertive discipline: Assertive teachers react confidently and
quickly in situations that require the management of student behaviour
They have rules that have been explained, practiced and enforced consistently
Students who comply are reinforced where as those who disobey receive negative consequences
Bill Rogers – the black dot and the white square Black dot represents the bad behaviour White square the good behaviour The teachers focus is on the good
behaviour rather than the bad
Bill Rogers – using positive language Instead of “will you stop talking?”, “I’d
like everyone listening please” is used
Bill Rogers – choice and pause direction “James you can go next door to work
with Miss Anderson, or you can work sensibly next to Andrew, as I’ve asked”
Give them time to listen to what you have said, “Michael!”…..”Could you face this way and listen?”
Bill Rogers – you establish what you establish Plan for your behaviour Anything you allow becomes established
as allowed; If you ask for silence but there is still some
chatter the students establish that some chatter is allowed, even though you have asked for silence
Plan for your behaviour, invest time is setting up routines and discuss what you expect, with regular reinforcement
Bill Rogers – teacher styles Be assertive rather than indecisive and
autocratic, which means don’t rely on power or your role to gain respect
Be firm but fair Clear with direction and correction Tactical ignoring
Bill Rogers – partial agreement Strategy for avoiding or resolving
conflict Teachers don’t have the last word or
asserting their power in a situation when a student disputes their judgement
Student “I wasn’t talking, I was doing my work”
Teacher “Ok, maybe you were, but now I want you to get on and finish the task”
Paul Burden – managing a classroom Organise the physical environment to the
teacher’s liking Rules and procedures support teaching and
learning providing students with clear expectations and well found knowledge
Create a respectful supportive learning environment
Promote classroom safety and wellness – students need to feel safe before they can give their full attention
Steer – learning behaviour Perception and reality
Respect has to be given in order to be received
Schools have the power to discipline Supporting the development of good
behaviour