What You Really Need To Know (honestly!)The nature of the contract we establish with children:

the culture and value led ethos of the school

a sense of belonging nurtured through Human-Scale relationships

a combination of behaviour management strategies alongside support for personal development

What Research Tells Us

Inappropriate behaviour occurs within a context – the majority of inappropriate behaviour is triggered by immediate environmental factors

Effective school and effective teachers make a difference

Sustainable changes in pupil behaviour are more likely if interventions are designed to have an impact at whole school, whole class and individual levels

What We Will Cover TodayImplications for whole- school systems and structures

- ethos and culture- structure and teamwork

Implications for the professional development of staff

- framework for understanding behaviour & related effective strategies- solution-planning

A Four Point Plan for Leaders1. Developing A Shared CommitmentReview values & ethos and relate to behaviour managementOutcome: Set of shared values across the school community

2. SynchronicityRelate your codes/rules and policies to your valuesOutcome: Values sit at the heart of related policies – Codes are aligned

3. Creating CapacityCreate capacity in the system (teams and teamwork)Outcome: Teams meet regularly to solution-plan

4. Investing In SkillsInvest in developing skills and understanding Outcome: A school-wide approach to managing behaviour

Start With Some PrinciplesThat you agree with the notion that our State education system is for all students and that education in our local community schools is a right for all children

That you agree that some students because of their Special Educational Needs - what ever that might be - require and have a right to additional support

If you were to put these statements to your school staff what do you think the range of responses might include?

A Few More...Once a child has had a ‘bad’ start in life there’s only so much we can do

The only thing that some children understand is punishment

Without the support of the family there is little that can be done

Can you think of any more?

What is ‘Discipline’With your colleagues here to today take a couple of minutes to describe what you mean by the term ‘Discipline’

If you’ve never had this conversation formally with colleagues and school plan to do so!

The Goals Of Effective DisciplineTo develop pupil self –discipline and self control

To enable pupils to be on task with their learning

To enhance self-esteem

To encourage ownership and accountability

To encourage individuals to recognise and respect the rights of others

To affirm cooperation as well as responsible independence in learning

To promote values of fairness and respect for others

To enable rational conflict resolution

Values and Ethos

Have the BIG Conversations

They are vital in flushing out the issues and building a consensus for the systems you wish to build

They led directly into discussion about what you collectively feel are important and how these are reflected in a set of values

Virtuous Circle

SynchronicityPolicies

SynchronicityConsider with your other participants to what degree your systems are synchronised

Give yourself a rating

1.Fully synchronised as described here

2.Mainly synchronised – some further work needed (identify what)

3.Loosely connected (what further steps do you need to take?)

4.Not connected at all (what are the first steps you could take?)

Holistic Approach (2001)

Provision Pyramid

Creating Capacity - QuestionsWhat opportunities do teams of staff have to solution plan together around difficult challenges

How do these teams make use of solution-planning techniques designed to make better use of time and result in tangible actions?

How are successful interventions captured and used as learning tool for teams across the school and in the future with new staff?

How is information about the needs of pupils with emotional and/or behavioural difficulties used to drive resource and professional development?

What do you need to do to know the answer to these questions?

Performance Statement:

sits on the table when asked to line up; stands up when told to sit down

Fuzzy Statement:

‘a defiant child…’

Observing Behaviour

Choose a ‘Fuzzy Statement’ from below to change into a performance statement:

• disruptive

• violent

• silly

• irritating

• immature

• dangerous

• aggressive

• naughty

Observing Behaviour

69 / 75

ABC Analysis Sheet

What is the main ‘Goal’ to the behaviour?

How do you think the pupil feels?

How do you feel?

What strategies are effective?

Questions To Ask

‘It is impossible to understand a person correctly unless one understands the purpose of their behaviour...’

Rudolf Driekurs

Four main ‘mistaken’ or misdirected goals:

(to need) attention

(to need) power

(to need to) avoid

(to need) revenge

Goals of Behaviour

You may feel: irritated, worn down

The pupil often feels: abandoned, ignored

•Associated behaviours:

• talking out of turn/shouting out, interrupting

• tapping, whistling/clowning about

• chair rocking

• pushing , interfering, touching others

Common gut-reaction:

Frequent reprimands and attention sometimes stop the behaviour in the short-term but long-term the behaviours increase

Attention-Needing

Effective Strategies:

• plan to notice the behaviours you want (catch ‘em being good)

• adopt low level interventions that don’t last longer than 10 seconds

• plan for periods where you able to give more attention (attention-time)

Attention-Needing

You may feel: sympathetic initially, frustrated ultimately

The pupil often feels: inadequate

•Associated behaviours:

• task avoidance

• frequent ‘whining’ about the difficulty of completing an apparently simple task

• continuous requests for support when they have the skills to complete the task independently

Common gut-reaction:

Give help frequently in the short term but can end up feeling resentful as the behaviour and dependence continues

Avoidance-Needing

Effective Strategies:

• relax pressure

• agree non-verbal signals

• use visual tasks sheets

• set small targets and gradually increase

• record success visually

• encourage self-monitoring

• structure support at the start and end of tasks

Avoidance-Needing

You may feel: powerless, helpless, angry

The pupil often feels: insignificant, unimportant

•Associated behaviours:

• refusal to work/refusal to comply with simple requests

• answering back/having the last word

• refusal to listen when being reprimanded/walking away

• hiding under tables

• leaving the class/running out of school

Common gut-reactions:

Frequent confrontations that become increasingly worse, behaviours escalate – appeasement leads to more power behaviour

Power-Needing

Effective Strategies:

• anticipate potential conflict situations and plan responses in advance

• avoid situations that lead to confrontation

• negotiate boundaries

• give choices and consequences (positive and negative)

• use the language of ‘I’

• respond to primary behaviours

• provide opportunities for pupil to exercise ‘legitimate’ power/control

Power-Needing

You may feel:

The pupil often feels:

Associated behaviours:

• attacks on other children in the playground or on the way home

• hitting, kicking, punching others in front of an adult

• inability/refusal to show remorse or to apologise

• taking revenge is sometimes interpreted as s bullying behaviour

Common gut-reactions:

Bewilderment, anger wanting to give the child a taste of their own ‘medicine’.

Revenge-Needing

Effective Strategies:

•listen without prejudice

•ask the pupil what they think you could do to help

• practice scenarios – getting it right before it goes wrong

Revenge-Needing

Medical (the problem is the child)

• suffers from dyslexia

• is a slow learner

• has a hearing problem

• can’t read

• is confined to a wheelchair

• has ADHD

Reframing A Difficulty As A Need

Social Model (the need highlights the potential solution)

• needs support with recognising letters and letter sounds

• benefits from having more time to complete task/more consolidation

• is able to lip read when positioned correctly/uses an hearing aid when listening to instructions

• needs support to decipher text

• sometimes needs support with physical activities or mobility

• needs support to focus at the start of tasks and frequent encouragement to remain on task

Reframing A Difficulty As A Need

Management Plans

1. General Praise

2. T.I.B. + Praise

3. Stink look

4. Visual Signs

LEVEL 3

1. Directed Praise

2. Positive rule reminder

‘What’s the rule about keeping yours hands and feet to yourself?’

3. Simple verbal direction

4. Simple question(not why?)

1. First Warning and choice (with face-saving time)

if needed…

2. Second warning and choice (with face-saving time)

3. Third and final warning and choice (with face-saving time)

Logical consequences

as part of an agreement with parent/s/carers/School, etc..

LEVEL 2

LEVEL 1

LEVL 4

• look at the 4 point plan – how does it relate to your school?

• what would you need to do to customise it to suit your needs?

What Now?