Moving Beyond Moving Beyond DisciplineDiscipline

Behavioural Difficulties

“Mistaken behaviour is a natural occurrence, the result of attempts by inexperienced, developmentally young children to interact with a complicated, increasingly impersonal world. When mistaken behaviour occurs, adults significantly affect what children learn from the experience.”

Behaviour as a Curriculum Behaviour as a Curriculum AreaArea

Rewards and Sanctions need to be used Rewards and Sanctions need to be used across the whole school in a consistent across the whole school in a consistent manner.manner.

Students need to be taught behaviour as a Students need to be taught behaviour as a skill then developed into a disposition. skill then developed into a disposition.

Intelligence is not fixed but fluid, Intelligence is not fixed but fluid, everything can be learned.everything can be learned.

Carrot and stick method can lead to a Carrot and stick method can lead to a ‘What's in it for me attitude?’ ‘What's in it for me attitude?’

Praise for effort/determination and not just Praise for effort/determination and not just calling them smart and good.calling them smart and good.

Effort improves outcome and motivation.Effort improves outcome and motivation.

Common Behavioural Difficulties

Being inattentive Distracting others Being uncooperative Acting defiant Daydreaming Repeating instructions Appearing rude Seeming to be forgetful and disorganised

WHY?

Good to challenge adult authority; Test the lines of tolerance; Makes the lesson more interesting; Enhances reputation; Releases serotonin; Fun Some students don’t realise that their attitude is

unacceptable.

So challenging behaviour from students can be expected.

Challenging Behaviour from Children

is to be Expected“Conflict is inevitable among members of

any truly participatory group of children; it probably should not and probably cannot be eliminated completely. The spontaneous and inevitable social problems that arise when children work and play together put the teacher in an ideal position to advance children’s social development.”

Children View Authority Differently

They are more aware of their rights.

Their view of authoritarian adult behaviour as experienced in the home has changed.

Authoritarian control is more effective for young children

It is less effective for older ones, who are entering a developmental stage where identity, independence and autonomy are the main tasks.

DisequilibriumDisequilibrium Not all students are learning at the same Not all students are learning at the same level and have unique needs. Coming into a level and have unique needs. Coming into a classroom with a new set of rules and classroom with a new set of rules and boundaries can cause them disequilibrium. boundaries can cause them disequilibrium. (staff to do below activities)(staff to do below activities)

Linked fingers Linked fingers

Rub stomach and pat headRub stomach and pat head

Twist armsTwist arms

Crossed armsCrossed arms

Rub one leg and hit other with fist (swap Rub one leg and hit other with fist (swap over)over)

How to Work Towards How to Work Towards EquilibriumEquilibrium

Self-regulate their emotions To be self-aware To be motivated To be empathetic To enhance their own social skills Reflection – to find a solution

Teachers

Carl Jung - Psychotherapist

“We think of efficient teachers and support staff with a sense of recognition, but those who have touched our humanity we remember with gratitude. Learning is the less essential mineral, but warmth is the life-element for the Childs soul, no less than for the growing plant.”

Feelings Towards

Inappropriate Behaviour

Let Down

Guilty AngryFrustrated

Irritated Despair Annoyed Embarrasse

d

Teaching New

Behaviours

Be Patient

Be Persistent

Be Optimistic

Be RealisticSmall Steps

Choose the Achievable

Practice

Discuss and ShareDiscuss and Share

What has worked for you?

Talk to the person next to you.

Small StepsSmall Steps Produce a seating plan for your room.Produce a seating plan for your room. Positive Communication.Positive Communication. Outline class rules and display.Outline class rules and display. Recognition of positive behaviour.Recognition of positive behaviour. Create/build a group identity.Create/build a group identity. Consistent routinesConsistent routines Mastery, Performance & Social goalsMastery, Performance & Social goals Positive links to home.Positive links to home. Behaviours that I pay attention to are Behaviours that I pay attention to are

those that I am maintaining.those that I am maintaining.

A few more for the tool A few more for the tool box: box:

Rewards or positive reinforcementRewards or positive reinforcement Little by little – agreed behavioursLittle by little – agreed behaviours Zero tolerance – extreme approachZero tolerance – extreme approach Catch them being good – praise for being Catch them being good – praise for being

in seat when usually out of it, provides in seat when usually out of it, provides encouragement.encouragement.

Self monitoring – if on report ask them Self monitoring – if on report ask them their opinion on grade before its given. Ask their opinion on grade before its given. Ask them at start of lesson to give them a them at start of lesson to give them a target.target.

Restorative JusticeRestorative JusticeFour Key Questions:Four Key Questions:

What has happened?What has happened?

Who has been affected?Who has been affected?

How can we find a way forward?How can we find a way forward?

How can we do things differently in How can we do things differently in the future?the future?

BibliographyBibliography Dweck, Carol (2006) ‘Mindset’Dweck, Carol (2006) ‘Mindset’ Syed, Matthew (2011) ‘Bounce – How Champions are made’Syed, Matthew (2011) ‘Bounce – How Champions are made’ Ellis, Simon & Todd Janet (2009) ‘Behaviour for Learning’Ellis, Simon & Todd Janet (2009) ‘Behaviour for Learning’ Weare, Katharine (2003) ‘Developing the Emotionally Weare, Katharine (2003) ‘Developing the Emotionally

Literate School’Literate School’ Porter, Louise (2006) ‘Behaviour in Schools’Porter, Louise (2006) ‘Behaviour in Schools’ Galvin, Peter (1999) ‘Behaviour and Discipline in Schools: Galvin, Peter (1999) ‘Behaviour and Discipline in Schools:

Practical, Positive and Creative Strategies for the Practical, Positive and Creative Strategies for the Classroom’Classroom’

You Tube: ‘The Still Face Experiment’ You Tube: ‘The Still Face Experiment’

http://www.snotr.com/video/4129