Thursday 23 rd September

Thursday 23rd September

What follows is a short presentation of Newport’s Assertive Discipline programme.

There are detractors in secondary sector. Research (RA, LC) shows that AD leaves

more kids on task both Primary and Sec. Where there is primary bias think about

modifying for the secondary pupil.

Ray Kingdon

‘ASSERTIVE DISCIPLINE’ASSERTIVE DISCIPLINE’ the NEWPORT LEA initiative

Positive Behaviour Management

ASSERTIVE DISCIPLINENewport

Background of Implementation

All Schools by the year 2001

Teachers

Para-professionals

Mid-day Supervisors Bus Drivers / Escorts on Mini-

Buses

Parents

ASSERTIVE DISCIPLINEBackground/ Lee Canter

The empowered Teacher 1.You have the right and the responsibility to

establish rules and directions that clearly define limits of acceptable and unacceptable student behaviour.

2. You have the right and the responsibility to teach students to consistently follow these rules and directions throughout the school day and school year.

3. You have the right and the responsibility to ask for assistance in handling the behaviour of students.

Rights of Pupil

RK: Kids have right to learn HRA 1998 RK Right to be prepared for adulthood.

Right to a teacher who will set firm and consistent limits

Right to know what behaviours are expected of them

Right to a teacher who will take time to teach them how to manage their behaviour

ASSERTIVE DISCIPLINE Roadblocks to being Assertive

Teacher’s own negative expectations about her/his ability to deal with disruptive student behaviour.

Psychological Approach: Emotions drive response / actions

Excusing the disadvantaged. Can’t v. Won’t.

Eg 1 When you first walk into a room with Class X they will be err to the side of caution and choose to behave. The next minutes are absolutely critical because those who seek to take advantage will test out (boundary search).

Eg2 Kids behave in examinations.

Style

Assertive, Non-assertive or Hostile?

Non-assertive – passive. No clear lines confuse. Impression is that you are unsure of self. Leader is wanted by most.Invite to some to misbehave.May need to be accepted. Emotional.

Hostile, rigid, authoritarian, not team player. Damage to pupil’s S/E.

Assertive response style

The teacher clearly, confidently and consistently states expectations to pupils.

Pupils know……what is acceptable and what is not…what choices are available … …consequences of chosen behaviour.

RK: all class know it’s fair

What is the response?

!!! Two pupils window gazing

[Leave them alone while they’re not interfering].

“You two in the back. You two. Do you think I like talking to myself? Wake up now or stay in class and stare for an hour later!”

[Subtly threaten pupil personal space. Indicate N/V that you know…]

Responses (Non Assert T, HT and AT)

Provoking belligerent pupil irritates neighbours T: Jo Stop.

J: I don’t wanna do this stoopid work.

N/A T: What’s wrong with you? If you don’t stop you’ll be going to detention / Mr Benn [then leaves scene ie gives ground]

[Pupil tests ground to see if threat hollow.]

H T: [in face] Your attitude is lousy. I’ve had with you. One more word and you’re out.

[pupil runs out]

Responses (N/A T, HT and A)

CONT A: Jo you know what the fair rule is: that’s a

minute after class.

Jo: Big deal! I don’t give a monkey’s…

A: [closes-in and with a calm voice ] Jo let’s go outside and talk.You have a choice Jo – settle and do your work or we’ll go to the office and call your mother / father. Jo you know I can’t let your behaviour upset the class. Change it. (Try to keep behaviour separate from person).

Assertive Discipline andLearning - Helpless v Mastery

Little difference until learner faces a challenge in their learning.

Helpless Attributes are fixed

Failure attributed to self

Locus of control perceived as external (control is not possible)

Mastery Attributes are malleable

Failure seen as a challenge to be learnt from

Locus of control perceived as internal (control is possible)

ASSERTIVE DISCIPLINEDemonstration

One teacher and two children

One being Non-Assertive teacher

One being Hostile teacher

One being Assertive teacher

How does it look?

ASSERTIVE DISCIPLINETheory into Practice

School Code of Conduct Classroom Discipline Plan Consists of three parts

Rules

Rewards

Consequences

ASSERTIVE DISCIPLINE Theory into Practice

Rules Rules that will let students know what behaviours

are expected in the classroom at all times Limited number Rules that are observable. Vague rules are

difficult to apply Rules that apply to behaviour only Consider involving students in choosing rules


Example:-

We follow directions first timeWe keep hands, feet, objects and unkind words to ourselvesWe stay on taskWe use the appropriate noise level We only walk in the classroom


Positive Recognition

Praise– Non-verbal– Verbal

Tangible rewards– Individual / behaviour certificates etc.– Class Wide Rewards

Special privileges

Positive notes home


CONSEQUENCES / SANCTIONS Children deserve structure Children deserve limits

– must be something that children do not like but never physically or psychologically harmful

– are a CHOICE– do not have to be severe to be effective– easy for you to implement– must be appropriate for your pupils


Establish a Discipline Hierarchy

Example:-1. Warning

2. Move to another place

3. Lose 1 min of break

4. Lose two mins break

5. Fill out a behaviour think sheet

6. Contact the parent

7. Head teacher & Parental meeting

8. Severe Clause


DISPLAY THE PLAN BOLDLY IN CLASS TEACH YOUR CLASSROOM DISCIPLINE

PLAN SKILL REHEARSAL / UNDERSTANDING

RULES REWARDS CONSEQUENCES

------- ----------- ------------------

------- ----------- ------------------

------- ----------- ------------------


SS sspecify activity type - give clear directions

PP purpose

R R resource

I I in or out of Seat

NN noise Level

TT time (in some schools on wall)


POSITIVE RECOGNITION (after Specifying Clear Activity Directions)

Consistent praise “Catch them being good”

Effective praise is personal

It is specific and descriptive

It must be genuine

Effective praise is age-appropriate


Negative Statements Stop talking and get back to

work Don’t do this. Stop that! How many times have I told

you? What are you doing? You, you and you, you’re not

sitting properly (assembly).

Positive Statements Jenny and Danny are sitting up

with their arms folded Stephen is lining up by the

door as expected Jeff, thanks looking my way.

He’s ready. The people in this row you are

sitting properly. They’re ready

Positive Repetition ( Supportive Feedback) After giving a “Direction”


USING POSITIVE RECOGNITION TO MOTIVATE PUPILS TO BEHAVE

Positive reminder to reinforce pupils who are not yet

following directions

Use scanning and circulating techniques and

recognise the appropriate behaviour as you teach

Make a goal to praise every student sometime

throughout the day

Use the class-wide recognition system to motivate

your class toward a specific behavioural goal


REDIRECTING NON-DISRUPTIVE OFF-TASK BEHAVIOUR Differentiate between disruptive and non-disruptive

behaviour

Non-verbal– ”The Look”– Close proximity

Verbal– Use the pupil’s name– Proximity praise– If redirecting is not effective it may be appropriate to provide a

consequence


IMPLEMENTING CONSEQUENCES

Calm Assertive Statement

Be consistent –provide a consequence every-

time a pupil chooses to disrupt

Re-focus pupils who attempt to argue with you

Offer the consequence as a CHOICE

Find the first opportunity to praise after child has

been disruptive


Corrective Feedback ( What does it sound like?)

Karen the direction was –to work quietly

I need you to turn around and work quietly

Karen turn around or you will choose to have a Warning

I understand what you are saying but the direction is –to work quietly

The direction is – to work quietly

Karen you have chosen to lose 1 min of your break.

That’s neat work Karen and now you’re working quietly and learning.

Thank you.

[ NEED ALSO FOR FAST TRACK ]

ASSERTIVE DISCIPLINEDemonstration

• Use “ broken record” technique• Apply a consequence after giving a

“CHOICE”

TASK – ANALYSISBEHAVIOUR BRAINSTORM

What behaviours do I expect from differing activities so that my supportive language is specific and meaningful and age-appropriate to the children?

Task Analyse activities:- Physical education / dance lesson Reading on the carpet / literacy session Science lesson with apparatus Mental maths lesson Lining up for dinner carrying a tray ROUTINES THROUGHOUT THE SCHOOL


The art of teaching is the ability of successful teachers to blend academics and behaviour management efforts into a cohesive whole

ASSERTIVE DISCIPLINENEWPORT - Testimonials

QUOTES Estyn:- School Inspection Wales: “The school with support and

advice from outside agencies has worked hard to develop a working policy for assertive discipline. This has involved training for everyone who is involved with the pupils. Central to its success are respect, patience and care that is shown to each child. The pupils value the reward system in place and the verbal praise and encouragement they receive”

Infants- Head: L.I.“The good practice already in place within the school has been consolidated and extended as a result of the introduction of assertive discipline. All staff including mid-day supervisors now work as a team promoting positive behaviour management. What is evident is that the self-discipline amongst the pupils has increased.”

ASSERTIVE DISCIPLINE(QUOTES cont)

Primary School Head: AP “Assertive Discipline moves towards the concept shift of I want to behave, so empower me, as opposed to I cannot behave”

Primary School Head: RR “Assertive Discipline has permeated all aspects of the school” there is a “stillness and calmness in the school” and it produces a “culture of self-discipline for their own actions.”

Junior School Teachers: ”It is the consistency of approach that makes it very effective.”

ASSERTIVE DISCIPLINEQUOTES (cont)

Estyn Mr AD Fear, Crindau Primary May 01

Pupils are encouraged to accept responsibility for their behaviour and to follow the Golden Rule. They are involved in drawing up classroom rules: these are agreed and displayed prominently throughout the school. Pupils respond well to the school and playground rules and to the reward system. They feel they are treated fairly and that their efforts are valued.

ASSERTIVE DISCIPLINE

END

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Thursday 23 rd September