Manchester Metropolitan University

Faculty of Education

PGCE School Direct Primary

Managing and Understanding Pupils’ Behaviour: a training and development

workbook.

(Materials written by Ruth Dann)

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Welcome to the training and development workbook for Managing and Understanding Pupil’s behaviour. The Faculty of Education at MMU expects all our trainees to be Good or Outstanding in this area of practice.

Context.

Successfully managing pupil’s behaviour is an essential part of successful teaching. As a teacher you are responsible for ensuring the highest standards of behaviour from your pupils. This will be essential as part of your initial teacher training and throughout your teaching career. The Teaching Agency (Now National College for Teaching and Leadership - NCTL) has prioritised managing pupil behaviour as a key focus in your training. It is therefore vital that you engage with a range of relevant issues and skills through your thinking and your effective practice in school.

It is often tempting to regard managing behaviour as picking the correct strategies or procedures that will correct or (re)direct children’s actions. This can sometimes be seen in mechanistic terms…... have I got the right chart, stickers or sanctions. If things are not working well it must mean that I need a different system. Although strategies and systems are an important part of managing pupil behaviour you need to be able to recognise a much broader set of principles, practices and relationships. This workbook requires you to observe, reflect, try things out, read, investigate and think. It is about your knowledge and your practice. Some of it is very practice based and some demands you to read and to think so that you are prepared for more extreme and challenging behaviour when you encounter it.

Process of Completion

This workbook is designed for you to work on electronically. This allows you to add your own notes and comments to annotate and to access the hyperlinks embedded in the workbook.

Please download the resources and reading to which you are guided so that you have them for future reference.

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Teachers’ Standards addressed

S7: Manage behaviour

effectively to ensure a good and safe

learning environment

Requires improvement (3)

Good (2) Outstanding (1)

a) Have clear rules and routines for behaviour in the classroom, and take responsibility for promoting good and courteous behaviour in the classroom and around the school, in accordance with the school’s behaviour policy

Clear rules and routines for behaviour in the classroom applied in accordance with the school’s behaviour policy .

Takes responsibility for promoting good and courteous behaviour in the classroom and is beginning to do so around the school.

Clear rules and routines for behaviour are well-established and implemented consistently in accordance with the school’s behaviour policy.

Consistently reinforces good and courteous behaviour in the classroom and around the school .

Pupils demonstrate a shared understanding of rules and routines for behaviour which are embedded and implemented consistently in accordance with the school’s behaviour policy.

Actively encourages pupils to behave well in the classroom and around the school and display high levels of courtesy and cooperation.

b) Have high expectations of behaviour and establish a framework for discipline, consistently and fairly, with a range of strategies, using praise, sanctions and rewards consistently and fairly

High expectations of behaviour are evident.

Establishes a framework for discipline, deploying strategies, including the use of praise, sanctions and rewards applied consistently and fairly.

Maintains high expectations of pupils’ behaviour .

Establishes and maintains an effective framework for discipline, consistently and fairly incorporating the use of praise, sanctions and rewards.

Sustains high expectations of behaviour which are integral to learning.

Establishes and maintains a very effective framework for discipline, consistently and fairly, using a wide range of strategies.

c) Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

Manages, involves and motivates classes effectively using approaches which are appropriate to most pupils’ needs.

Demonstrates a wide range of approaches in managing, involving and motivating classes in ways appropriate to pupils’ needs.

Manages a high level of pupil motivation, involvement and engagement throughout the lesson using a wide range of approaches appropriate to pupils’ needs.

d) Maintain good relationships with pupils, exercising appropriate authority, and acts decisively when necessary

Maintains appropriate relationships with most pupils creating a supportive learning environment.

Makes timely and appropriate interventions to maintain good discipline.

Strong relationship with pupils ensures a productive and inspiring learning environment.

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Is able to exercise appropriate authority and act decisively when necessary. Ensures that any matters

relating to pupil behaviour are addressed immediate thus maximising their learning.

University taught sessions

Teaching Studies

You will see from your unit details that ‘establishing classroom discipline and promoting effective behaviours for learning’ is the theme of Teaching Studies. However, your training and understanding of managing pupils’ behaviour is developed through most of the teaching studies sessions. Understanding learning, teaching, SEND and the way the classroom environment is managed all contribute to effective management of pupil behaviour. One of the fundamental ways in which you become successful with your pupils in the classroom is through the relationships you build with the children you teach. Teaching, learning, assessment, behaviour, inclusion are all linked in complex ways. In our teaching sessions we break down some of the complexities into themes which help you to learn. You quickly need to synthesise and contextualise what you learn when you encounter the realities of the classroom. You need to reflect on and evaluate what works and why.

Curriculum Subject areas

As you learn in the different subject areas you will discover some of the ways in which the content you select and the decisions you make about grouping and delivery will have an impact on pupils’ behaviour. You need to draw on your subject knowledge as well as what you know about pupils’ learning and misconceptions in order to facilitate effective behaviour management.

School Placements

During the early part of your first placement we want you to start to work through this training workbook. Your time in school will give you the opportunity to watch experienced teachers in action. You will be guided to look at what might affect pupils’ behaviour and a range of possible strategies that teachers use in the classroom and how these relate to whole school policies.

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The Purpose of this training workbook is:

to ensure that your initial teacher training is rigorous in preparing you to effectively manage pupil behaviour in line with the ‘Teachers Standards’

to address the training priorities outlined in the Teaching Agency’s “Improving Teaching Training for Behaviour” 2012

to help you link your school experience with your university sessions

to encourage your independent professional development

to facilitate your learning about behaviour though reflection, observation critique, theory and engaging with the dynamics of classroom practice.

Your Professional Training File on Managing Pupil Behaviour (this may be kept in your SBT file).

You will start to work on this file from the start of the course and add to it throughout the year. You are responsible for engaging with the activities and providing evidence to show that you have done so. You will be asked to bring sections of the training workbook to Teaching Studies sessions, to your PDR sessions and to have it available in school whilst on each of your school placements. Outstanding trainees will have additional material in their files. Ensure your file is accessible and orderly.

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Section 1

Initial audit of your understanding and managing of pupil behaviour.

1. How challenging do you think effectively managing pupil behaviour will be for you?

Very challenging Fairly challenging Slightly challenging No problem at all

2. Have you had any discussions about or seen a whole school behaviour policy prior to starting the course?

Yes, I do know about at least one whole school behaviour policy

Yes, I am aware of elements of whole school policy, but not in its entirety

No, I have not seen or discussed one.

3. Have you had the opportunity to work with children in a capacity that required you to manage their behaviour independently of other adults?

Yes with a whole

class

A few times

frequently

Yes with a group

A few times

frequently

Only with another adult present

No, I have mainly observed

4. What systems have you encountered in school which serve the purpose of shaping pupil behaviour e.g.… rewards, sanctions, buddy system, isolating…involving parent, recording

5. What techniques have you used (or seen used) to manage pupil behaviour e.g. stickers, reward charts, ‘golden box’, marbles in a jar, clap assembly, class treats, secret pupil, pupil restraint, names on the board

Techniques I have used

Techniques I have seen used

What was the context?

Did it work? Were there children for whom it did not work?

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6. Using your voice. How confident are you that you can use your voice through varying tone and volume in the classroom?

I know I can, I have done it

I think I can but I have not really tried it out

I have tried it and found it hard

I have not tried it and I am not confident

7. Have you ever had any voice training perhaps for singing, public speaking or drama?

Yes No

8. How aware are you that your ‘body language’ and non-verbal gestures can serve you as a behaviour management tool?

Very aware and I have put some into practice with children

I am aware but not really tried out any

Not sure but I have seen teachers using some

Not really thought about this.

9. Self-management

To what extent do you think you should show your own emotions in the classroom?

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How easy do you find it to control your own emotions when in difficult situations?

10. How easy have you found it to reflect on the behaviour management systems and techniques you have seen prior to the course? (you can tick more than one)

All I have seen has worked well so I have not seen the need to think about other possibilities.

From what I have seen I have been able to reflect on possible changes and adaptations

At the moment I have a limited knowledge so my reflections are fairly limited.

I have many ideas of what might work but I am not sure how to judge what will work and what will not.

I have seen some children who are very difficult to manage and I am not sure what changes could be made.

11. How aware have you been about school anti bullying policies in the school you have visited?

12. What have you noticed about the relationships teachers build with their pupils?

13. What have you noticed about the ways groups of pupils are managed at transition times, eg moving to assembly, moving from one lesson to anther, clearing away, going out to play.

14. Why do you think children sometimes misbehave?

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15. Why do some behaviour management strategies used by teachers not work for all children?

16. Why do some behaviour management strategies used successfully by some teachers not work for other teachers?

17. Have you encountered what might be called “extreme” behaviour? What is your reaction to this?

18. Are you aware of any theoretical frameworks that may help teachers to understand and manage pupil behaviours effectively?

19. What experience have you had of dealing with children who exhibit more extreme behaviour?

A lot some A little none

20. How do you feel about the challenge of managing behaviour that is more difficult?

Summarise below 2 strengths that you think you have that will equip you for managing children’s behaviour effectively

Identify 3 areas for your next steps in progressing your knowledge and skills in this area

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Section 2

What is expected by the National College for Teaching and Leadership:

Improving teacher training for behaviour. (Teaching Agency 2012)This is a description of the knowledge, skills and understanding that trainees will need in order to be able to manage their pupils’ behaviour. Effective teacher training incorporates activities and teaching that leads to these outcomes and prepares trainees to manage behaviour confidently and with authority.

It is important to note that good teaching is the most effective way to get good behaviour. Teachers who plan and teach dynamic, stimulating lessons based on sound assessment and excellent subject knowledge are likely to experience fewer difficulties with behaviour.

Personal style

Trainees should understand that they are responsible for ensuring the highest standards of behaviour from their pupils.

Trainees should have developed their own personal style for managing behaviour. Knowledge of generic behaviour management systems and techniques is essential; the way they are used depends on the attributes of individual teachers and the context in which they are teaching.

Trainees should be able to vary the tone and volume of their voice to teach effectively and manage behaviour.

Trainees should know how to look after their voice.

Trainees should understand how to stand, move, make use of space and use eye contact in order to be an authoritative presence in the classroom.

Self-management

Trainees should understand what effect their responses, both verbal and non-verbal, can have on children’s behaviour. They should be able to manage their own emotions when they are teaching.

Reflection 10

Trainees should be able to reflect on the way they manage behaviour and their classrooms and be prepared to change what isn’t working well.

School systems

Trainees should understand how effective school systems support good behaviour management, and prevent and deal with bullying. They should be able to adapt their practice to fit with the school behaviour policy and should understand that consistency is an essential component of managing behaviour.

Relationships

Trainees should understand that good relationships are at the heart of good behaviour management. They should be able to form positive, appropriate, professional relationships with their pupils.

Classroom management

Trainees should be able to use praise effectively.

Trainees should know how to apply rewards and sanctions to improve behaviour.

Trainees need to know how to develop and teach routines to pupils so that time is used efficiently.

Trainees need to be able to manage behaviour in a range of different situations such as whole class teaching, group work, the corridors and the playground.

More challenging behaviour

Trainees should have an understanding of why children misbehave and why some children demonstrate more challenging behaviour.

Trainees should be able to plan and teach lessons that take account of individual children’s special needs, so that they are less likely to misbehave.

Trainees should know how to take appropriate and effective action when they are confronted by more extreme behaviour.

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Theoretical knowledge

Trainees should know about scientific research and developments, and how these can be applied to understanding, managing and changing children’s behaviour.

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Section 3

The remainder of this training workbook is mostly structured around the themes and headings, as above, from the Teaching Agency (National College for Teaching and Leadership). In addition, we have included further important areas for your consideration and learning.

You need to start this section at the start of your PG 1 placement. It is mainly based on your observations of other teachers and their classes. You are expected to make responses in all of these areas.

Things for you to do that will help with your reflection on the above themes:

Read Medwell J. (2007) Successful Teaching Placement Primary and Early Years. Learning Matters. Exeter. P108 – 117 and undertake the practical tasks set.

Key points for observation from Medwell 2007:

General classroom rules

What are the rules for talking in a lesson?

How do children know when to pay attention?

How does the teacher know when they are bored or not understanding?

What are the rules for taking turns?

What are the rules for moving around the class?

What are the rules for leaving the classroom?

What are the rules for moving equipment?

Specific techniques and strategies for behaviour management

Making eye contact with the children

Making eye contact and smiling

Making eye contact and nodding or giving a gesture

Using verbal rewards (praise) …’well done’, ‘good’, ‘spot on’…

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Using a small physical gesture…patting an arm when praising.

Giving a token rewards… house points, sticker

Drawing the rest of the group’s attention to good work or behaviour.

Putting a reward sticker or reward on a class chart.

Earning ‘golden’ time or other privilege

Sending the child to some higher authority.

Mentioning good behaviour or work in a class or school assembly.

What happens when the above are not effective?

What does the teacher do when the child does not meet the expectations that are set?

Make eye contact… perhaps frown

Use the child’s name to gain his/her attention

Using verbal sanctions – please don’t……

Giving a token punishment…name on the board

Spending a minute or two away from activities (TIME OUT)

Drawing the class attention to the poor behaviour ‘what should Ben be doing?’

Taking the child aside for a quiet word

Keeping the class in at play time

Sending the child to some higher authority

Calling another teacher to come and fetch a child. Adapted from Medwell 2007

Also access:

http://www.education.gov.uk/a00199342/getting-the-simple-things-right-charlie-taylors-behaviour-checklists

Personal style

The Teaching Agency (now NCTL) states:

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Trainees should be able to vary the tone and volume of their voice to teach effectively and manage behaviour.

Reflect on whether the teacher varies the tone and volume of their voice. What effective strategies do they use and think about why they are effective. Do they use different voices in different situations? Practice changing the tone and volume of your voice. What effect does this have on a group of children?

Trainees should understand how to stand, move, make use of space and use eye contact in order to be an authoritative presence in the classroom.

Make notes on how the teacher manages this. Reflect on the effectiveness of the strategies they use.

Thinking about behaviour

What do you think characterises ‘good’ and ‘bad’ behaviour in school?

Classroom environments

How are pupils grouped in your class? What do you notice about pupils’ behaviour in their groupings?

In what ways does the physical lay out of the classroom influence pupil behaviour?

The relationship between teaching and behaviour management

Remember the TA said, “It is important to note that good teaching is the most effective way to get good behaviour. Teachers who plan and teach dynamic, stimulating lessons based on sound assessment and excellent subject knowledge are likely to experience fewer difficulties with behaviour?”

What do you notice about the relationship between teaching and the pupils’ responses to this teaching, in terms of pupil behaviour? Reflect on three examples or scenarios that you have witnessed.

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Low Level Distruption

A significant issue for teachers to consider in managing behaviour for learning relates to low level disruption in the classroom. Ofsted, in their document ‘Below the Radar’ (2014) clearly indicates the importance of recognising and reducing low level disruption. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/379249/Below_20the_20radar_20-_20low-level_20disruption_20in_20the_20country_E2_80_99s_20classrooms.pdf

Typical features of this sort of behaviour include pupils:

talking unnecessarily or chatting

calling out without permission

being slow to start work or follow instructions

showing a lack of respect for each other and staff

not bringing the right equipment

using mobile devices inappropriately.

Whilst on placement ask your teacher or teaching assistant to observe a small number of children during your lesson at timed intervals using the following sheet (or something similar). Discuss with your teacher how to reduce disruptive behaviour identified by some children.

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School Task: Identifying and addressing Low level disruption

Focused Timed Observation

Ask your class teacher or Teaching assistant to carry out this observation while you teach. The data will be useful for both you and your teacher to discuss. Select 5 children to be observed every 3 minutes for a 20 or 30 minute period in the lesson.

Pupil’s names

Low level disruption

A B C D E

Talking and chatting 11

Calling out

Not getting on with work

Fidgeting or fiddling with equipment

1

Not having the correct equipment

Not sitting correctly

Purposefully making noise to gain attention

Answering back or questioning instructions

Acceptable on task behaviour

1111

The example shows child A, who on two of the observations was talking, but shows that for the majority of the time was on task.

Discuss your observations with your class teacher and consider how you will try to minimise any identified low level disruption more effectively.

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Section 4

More challenging behaviour - What is expected by the NCTL:

Trainees should have an understanding of why children misbehave and why some children demonstrate more challenging behaviour.

Trainees should be able to plan and teach lessons that take account of individual children’s special needs, so that they are less likely to misbehave.

Trainees should know how to take appropriate and effective action when they are confronted by more extreme behaviour.

This section of your training workbook will be the focus of your study towards the end of your first placement, in your SEN placement and at the start of your final placement. Make responses/notes in these areas.

Challenging behaviour is defined as:

“Culturally abnormal behaviour(s) of such an intensity, frequency or duration that the physical safety of the person or others is likely to be placed in serious jeopardy, or behaviour which is likely to seriously limit use of, or result in the person being denied access to, ordinary community facilities.”

Ref: Emerson, 1995, cited in Emerson, E (2001, 2nd edition): Challenging Behaviour: Analysis and intervention in people with learning disabilities. Cambridge University Press

1. Look at the Challenging Behaviour’s Foundation website and look at the 30 minute Youtube “Learning Matters: challenging behaviour” clip (http://www.challengingbehaviour.org.uk/about-cbf/about-challenging-behaviour.html)

2. Why do some children show more challenging behaviours than others?

3. Have a look at the ‘additional needs’ website at some key issues that may trigger challenging behaviour and anger issues http://www.additionalneeds.net/

4. In your school talk to teachers about any children that they consider to have challenging behaviour.

What have you found out?

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5. Try to observe at least one child who teachers feel exhibits challenging behaviour – even if this is only at lunchtime or play time. –

What did you see?

What were the triggers?

What do you think the child was aiming to achieve through the challenging behaviour?

What strategies are in place to help this child?

Give an example of how one lesson has been adjusted to accommodate the individual child’s’ special behavioural needs.

Following from the example above and from your own thinking give a list of possible adjustment strategies that would enable you to adjust further your teaching for this child in other lessons and across other subject areas. (Ensure you think about practical/physical type lesson/subjects as well as those that are less practical/physical)

How do you think the child understands his/her own actions and behaviours?

How would you describe this child’s self-esteem?

Is s/he included or rejected by his/her peer group/

How effective are the strategies that are used with this child?

What involvement (if any) do parents or carers have with the support given to this child?

Are any other practitioners or agencies involved with this child?

Emotional and Behavioural Disorder (EBD)

When children’s behaviour becomes extreme the term ‘emotional and behavioural disorder’ is usually applied. This may be a part of another diagnosed condition or disability or it may be it stands alone.

The causes of emotional and behavioural difficulties are not often easily isolated. They can be related to home/social environment (eg. parenting, peers, media, poverty) biological differences (eg. ADHD, autism spectrum disorders, Tourette’s syndrome, pathological conditions, genetic variance) or a combination of the two.

It is important to remember that as a teacher you have the potential to make a difference for each child. The extent of the difference you can make will vary for

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different children according to the cause of their condition and their differing life contexts. Nevertheless, every child has the potential for “un-learning” and developing new learning.

To consider:

“If a child needed a wheelchair you would give her a wheelchair. You would not insist that every student in the class had a wheelchair so it was ‘fair’. You would also not say that she ‘should’ be walking at the same pace as the others. Children who have social and emotional difficulties may also need adjustments to ensure their needs are met. Often students understand this better than adults.” Roffey, 2011. P 70

Possible interventions

Pro-social interventions in the classroom

“pro-social behaviour fosters healthy relationships, it shows you are able to take someone else’s perspective,. Be empathetic with their situation and considerate of their needs” Roffey 2011 p. 78

For some children the world they encounter outside school is chaotic and full of negative encounters and emotions. This can lead to negative spiralling of behaviour that can be extremely challenging in the classroom. Part of your teaching and effective relationships with children will require you to promote children’s emotional literacy i.e. enable them to have greater capacity of understanding to manage their own emotions and their interactions and empathy with others.

Your classroom needs to be:

affirming,

valuing each class member

fostering mutual respect

offering positive role models

inclusive - giving a sense of belonging

a place where everyone can be listened to.

6. Give an example of each of the above from your class.

7. Circle time solutions for children

Read the following article from Kent County Council about circle time and select a strategy to try out in your classroom. Why have you chosen it? – what purpose will it serve?

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http://www.kenttrustweb.org.uk/UserFiles/ASK8/File/Primary_Citizenship/Citizenship_Teaching_Learning/pshe_circletime.pdf

8. Using Nuture groups to support EBD

Ofsted have a useful document called “Supporting children with challenging behaviour through a nurture group approach. 2011 http://www.ofsted.gov.uk/resources/supporting-children-challenging-behaviour-through-nurture-group-approach

Read this document and summarise what you consider the role and purpose of a nurture group approach might be.

Physical Restraint

School staff have the powers to use reasonable force to prevent pupils committing an offence, injuring themselves or others, or damaging property and to maintain good order in the classroom.

The non-statutory advice has been amended so that it is much clearer what can by done, by whom and in what circumstances.

9. Look carefully at the document “Use of reasonable force: advice for headteachers, staff and governing bodies.” DfE 2012.

https://www.gov.uk/government/publications/use-of-reasonable-force-in-schools

An extract is given below

The term ‘reasonable force’ covers the broad range of actions used by most teachers at some point in their career that involve a degree of physical contact with pupils.

Force is usually used either to control or restrain. This can range from guiding a pupil to safety by the arm through to more extreme circumstances such as breaking up a fight or where a student needs to be restrained to prevent violence or injury.

‘Reasonable in the circumstances’ means using no more force than is needed.

As mentioned above, schools generally use force to control pupils and to restrain them. Control means either passive physical contact, such as standing between pupils or blocking a pupil's path, or active physical contact such as leading a pupil by the arm out of a classroom.

Restraint means to hold back physically or to bring a pupil under control. It is typically used in more extreme circumstances, for example when two pupils are fighting and refuse to separate without physical intervention.

School staff should always try to avoid acting in a way that might cause injury, but in extreme cases it may not always be possible to avoid injuring the pupil. P.2

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Note that you should try to avoid using this whenever possible. Also read about the further clarification given to the way allegations made by teachers about pupils are to be handled and the powers to search pupil without their consent.

In more specialist settings such as behaviour unit, EBD school further guidance is given.

Further clarification is given below for restrictive interventions with children exhibiting extreme behaviour. “Guidance on the use of restrictive physical intervention” DfE July 2002

http://media.education.gov.uk/assets/files/pdf/g/guidance%20on%20the%20use%20of%20restrictive%20physical%20interventions.pdf

10. Look especially at section 3 which indicates that for some children physical intervention is part of his/her care plan; it is therefore planned and agreed in advance.

Note that putting pupils in seclusion is considered a ‘restriction of liberty’ and you need powers from the courts to do this.

Devices that could be used to prevent problem behaviour e.g. straps, splints, would be considered a restrictive physical intervention (section 5)

A risk assessment is required to establish the extent to which physical intervention is needed (section 7 an extract given below)

“Risk Assessment7.1 When the use of a restrictive physical Intervention is sanctioned, it is important that appropriate steps are taken to minimise the risk to both staff and service users. Among the main risks to children and serviceusers are that a physical intervention could:• be used unnecessarily, that is when other less intrusive methods could achieve the desired outcome• cause injury• cause pain, distress or psychological trauma• become routine, rather than exceptional methods of management• increase the risk of abuse• undermine the dignity of the staff or service users or otherwise humiliate or degrade those involved• create distrust and undermine personal relationships

7.2 The main risks to staff include the following:• As a result of applying a physical intervention they suffer injury• As a result of applying a physical intervention they experience distress or psychological trauma• The legal justification for the use of a physical intervention is challenged in the courts

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• Disciplinary action “(p.16)

11. The behaviour4 learning website (which is now part of the government archive resources provides a set of scenarios about behaviour that would be useful to work through. Number 17 relates to physical intervention.

Work through this example.

(Remember that in any situation you may have to make a decision within a stressful context as to whether you should physically intervene. You need to feel confident to make that decision and be sure that you will be supported.)

http://webarchive.nationalarchives.gov.uk/20101021152907/http://www.behaviour4learning.ac.uk/browse2.aspx?anchorId=17990&selectedId=17991&menu=17995

11. More extreme behaviour in children who have experienced attachment breakdown (‘disordered attachments’)

Factors connected with pupil who have attachment disorders -may be they are ‘looked after’, adopted or experiencing family loss or separation

Down load the article below Dann, R.(2011) Look out! ‘Looked after’! Look here! Supporting ‘looked after’ and adopted children in the primary classroom in Education 3-13 vol. 39 (5) p. 455-465 (you will need to be logged on as an MMU student to do this) http://www.tandfonline.com/doi/abs/10.1080/03004279.2010.488069

What are some of the biochemical and neuroscience issues, which may have a bearing on the way in which children behave?

Look in the article for some of the ways in which conventional behaviour management strategies do not work and why.

What can you do?

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Section 5

Theoretical knowledge - What is expected by the Teaching Agency ( NCTL):

Trainees should know about scientific research and developments, and how these can be applied to understanding, managing and changing children’s behaviour.

Behaviourism

Strategies that use reward systems tend to be drawn from behaviouristic assumptions. These are developed from B.F Skinners research on conditioning and Thorndike’s view of “stamping in” though his Law of Effect. Skinner argued that learning was based on the connection between a stimulus and the response received. Thus, you would reward behaviours that you wanted. Similarly, Thorndike claimed that those behaviours that gave a satisfying state were more likely to be “stamped in” and thus subsequently repeated.

In schools and classrooms strategies that draw on rewards and praise will have their foundations in behaviourism. One issue to note is that the effect of the reward is likely to diminish over time.

Social constructivism

The ideas here relate to a belief that learning is based on social interaction and interpretation of meanings. Learning is therefore, intrinsically social. Such a theory related to managing pupil behaviour must take not eof context and the individuals forming the class or group. Pupils will be influenced by all their social interactions inside and outside school. Each pupil would need to be able to interpret expectations and rules in the context of their own experiences. Therefore, imposing a rigid set of boundaries that are externally imposed would be futile..

Personal construct theory

This was started by George Kelly in the 1950s and seeks to explain that each individual shapes his/her world in unique and personal ways. New experiences are related to how an individual has constructed and classified previous knowledge. This will be different for every one. In attempting to teach or influence others a teacher needs some understanding of an individuals ways of thinking and the priorities an individual has. Knowing a starting point is therefore important to tailoring teaching.

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Neuroscience

21st century science is enabling a greater understanding of how the brain works. Although this is a developing field there is already evidence to suggest that pathways in the brain and the ways these are developed can account for a range of behaviours. This does not provide scientific explanations for failure but does shed some light as to why children respond in different ways and the differing ways in which they may need to be helped. Of particular note is the fact that the brain has tremendous plasticity until the late teens.

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Section 6

Personal and Professional conduct

Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by treating pupils with dignity, building relationships rooted in mutual respect, and

at all times observing proper boundaries appropriate to a teacher’s professional position

having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions

showing tolerance of and respect for the rights of others not undermining fundamental British values, including democracy, the rule of

law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.

Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach Teachers must maintain high standards of punctuality. Teachers must have an understanding of, and always act within, the

statutory frameworks which set out their professional duties and responsibilities.

Areas specific to this section will be exemplified by trainee teachers when they are:

punctual and prepared for lessons following procedures for reporting their own absence or lateness, and making

suggestions for cover work for their classes registering classes and coding absences helping children and young people to become confident and successful learners addressing the class in ways which demonstrate authority and mutual respect;

e.g. learning pupil names and using them aware of relevant issues in the classes they teach and talking with support staff

and pastoral staff about the needs of pupils discussing any concerns about children with relevant colleagues e.g. notify the

relevant member of staff relating to academic and pastoral matters (usual class teacher/form tutor for emotionally distressed pupils)

meeting with the SENCO and other support staff to ensure understanding of schools’ approach to SEN and disability

sensitive to social background, ethnicity and religious beliefs when interacting with children. This may be evident in lesson observations and/or their evaluations.

clear which of their own personal beliefs may be sensitive and plan ways to respond to pupils if they arise within the school situations

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taking responsibility for maintaining the quality of their teaching practice, upholding the values of the teaching profession and working as part of a team and co-operate with other professional colleagues

dealing appropriately with incidents of intolerance or prejudice when they arise in the classroom or elsewhere in the school e.g. racism, homophobia, sexism, religious prejudice, personal appearance

demonstrating an understanding of the child protection procedures in the school clear who to contact when issues arise e.g. know who the named child

protection person is within the school and follow policy relating to child protection knowledgeable about the relevant school policies and statutory regulatory

frameworks in relation to promoting values/ethos and able to explain how these policies inform their own planning and teaching e.g. in relation to EAL, SEN, literacy, behaviour; and promoting good relations between groups

aware of cyber bullying and prevention schemes aware of fire procedures, health and safety measures, first aiders etc aware of their statutory professional responsibilities including the requirement to

promote equal opportunities and to provide reasonable adjustments for pupils with disabilities, as provided for in current Equalities legislation

aware of any tensions or difficulties in the school as a whole or in the classes they teach, and know what to do about this

putting the wellbeing, development and progress of children and young people first

demonstrating respect for diversity and promote equality and striving to establish productive partnerships with parents and carers

demonstrating honesty and integrity and uphold public trust and confidence in the teaching profession

How does your professional conduct match up to the exemplification of these Standards? Note areas of improvement and how and by when you will address this.

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Section 7

Resilience and Restorative Practices

An essential quality for you to be a successful teacher is that you are resilient. You are able to bounce back and encounter each new situation afresh. Resilience is also an important quality that you need to engender in your pupils. Claxton (2002) notes this as one of his 4 key attributes for ‘building learning power’. Part of your role in successfully managing pupils’ behaviour is building the pupils’ capacity to deal with the complexity of the world they are in and all the things, demands and people that at times seem stressful and possible challenging.

Try to step back from your immediate teaching for a moment and think of some of the ways in which the children in your class are being prepared and supported in building their own resilience, building their autonomy to try to manage themselves better. (This will need to be considered in an age appropriate way).

Think ahead to your own developing practice. How will you seek to ensure that you are helping children to develop resilience, which will help them in their learning and the ways in which they are able to manage their behaviour and emotions?

http://www.buildinglearningpower.co.uk

Restorative Practices

“Conversations with students following a behavioural incident are known as ‘conferences’ and have a particular format, exploring what happened, what the effects were on everyone, and what needs to happen to put things right. This framework gives students opportunities to talk, listen, think and take action. It puts responsibilities on wrongdoers to both acknowledge their behaviour as hurtful and do something to repair the harm. The conference also increases the confidence of students who have been hurt and lets them know this has been taken seriously. The wording of questions is amended according to the age of the students involved and the specific circumstances but the basic philosophy remains. This moves away from the language of blame and retribution to the language of relationships, hurt and healing. It emphasises our responsibility to each other. It also goes a long way beyond a simple demand to ‘say sorry’ ” (Roffey 2011 p. 180)

Conferences may be done with one or 2 children, a small group or even a whole class. It enables all participants to think through what has happened in a way that will help to diffuse the tensions that may have arisen. The purpose is resolution (which might involve compromise) and moving forward.

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What does this approach offer that more conventional reward/sanction models do not?

Have you seen this in practice? If you have, reflect on its effectiveness.

Think of a behavioural incident that you have seen in which you might have used this approach. What could you have done?

Endeavour to try out a restorative approach whilst on your placement and note down what you did and the response you encountered.

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Section 8

Suggested Reading

Adams K. 2007. Behaviour for Learning in the Primary School. Exeter: Learning Matters.

Medwell J. 2007. Successful Teaching Placement, Primary and Early Years. Exeter: Learning Matters.

Roffey, S. 2011 Changing behaviour in schools. London: Sage

(This is good for looking at pro-social approaches)

Rogers, B. 2011 Classroom behaviour London: Sage

(this text supports both primary and secondary practice)

Rogers, B. (ed) 2009 How to manage children’s challenging behaviour . London:Sage:

Teaching Agency 2012. Improving teacher training for behaviour.

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Behaviour checklist for teachersGetting the simple things right: Charlie Taylor’s (Expert Adviser on Behaviour) behaviour checklist

ClassroomKnow the names and roles of any adults in class.

Meet and greet pupils when they come into the classroom.

Display rules in the class - and ensure that the pupils and staff know what they are.

Display the tariff of sanctions in class.

Have a system in place to follow through with all sanctions.

Display the tariff of rewards in class.

Have a system in place to follow through with all rewards.

Have a visual timetable on the wall.

Follow the school behaviour policy.

Pupils

Know the names of children.

Have a plan for children who are likely to misbehave. Ensure other adults in the class know the plan.

Understand pupils’ special needs.

TeachingEnsure that all resources are prepared in advance.

Praise the behaviour you want to see more of.

Praise children doing the right thing more than criticising those who are doing the wrong thing (parallel praise).

Differentiate.

Stay calm.

Have clear routines for transitions and for stopping the class.

Teach children the class routines.

Parents

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Give feedback to parents about their child’s behaviour - let them know about the good days as well as the bad ones

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