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A warm welcome! “Today is dedicated to a group of exceptional individuals who strive to make a difference for kids and educators. You understand the right.

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Presentation on theme: "A warm welcome! “Today is dedicated to a group of exceptional individuals who strive to make a difference for kids and educators. You understand the right."— Presentation transcript:

1 A warm welcome! “Today is dedicated to a group of exceptional individuals who strive to make a difference for kids and educators. You understand the right kinds of messages all kinds of people in schools need to hear. You understand the essence of academic, social and emotional competence, and how it connects young people to peers, to learning, to school, to dreams and healthy futures.” Difficult Student Behaviour and Savvy Ways to deal with it

2 Tough to escape the past? Students who are punished often have revenge fantasies that interrupt true remorse for what they have done. They are not given the opportunity to make amends. Punishment clears the ledger and allows re-offending in the future without attendant feelings of guilt.” Ian Lillico, 2004

3 1947 style

4 Tough to escape the past? “The detention system just doesn’t work” You’ve got a PENAL

5 “Teachers have barely changed teaching methods over the past 200 years... we have a long history of innovation but it rarely touches but a chosen few.” Hattie, Visible Learning (2009), p 254

6 “Our biggest challenge is to change the notion of what a teacher is. The education of our children is demanding a new teaching culture. One that necessitates a very different way of interacting and respecting students.” Hattie, Visible Learning (2009)

7 HIGH LOW HIGH Structures/limits/boundaries Confronting over expectations Ensuring responsibility is taken needs of the ‘rest of the kids’ Safety and security How much we nurture and support consider needs of individual students Flexibility around expectations relational harmony Firm & Fair

8 How do kids see teachers ? NOT WITHTO FOR Adapted by Blood 2004 from Wachtel, T (1999), Glaser, 1969 authoritative reintegrative collaborative Responsibility taking Restorative NeglectfulPermissive authoritarian stigmatising Punitive Rescuing/protecting excusing reasoning LOW HIGH Structure/Limits/boundary setting FIRM Support / Nurturance / Flexibility FAIR indifferent passive resigned FIRM & FLEXIBLE FIRM & FLEXIBLE

9 Alfred AdlerRudolph Driekurs The 4 goals of misbehaviour

10 A reflective question: other road Why do some kids choose the other road?

11 Adler’s basic premises 1.Man is a social being and his main desire is to belong 2.All behavior is purposive. One cannot understand behavior of another person unless one knows to which goal it is directed, and it is always directed towards finding one's place 3.Man is a decision-making organism 4.Man does not see reality as it is, but only as he perceives it, and his perception may be mistaken or biased The 4 goals of misbehaviour

12 attention ‘I must keep you busy with me.’ power/ control ‘I have to be the boss’ revenge ‘I’ll show you how it feels’ displays of inadequacy ‘Never have. Never can. Never will’ The 4 goals of misbehaviour

13 Responses around the Four Goals of Misbehaviour Students who seek attention

14 Responses around the Four Goals of Misbehaviour Students who seek power/ control

15 Students who seek revenge Responses around the Four Goals of Misbehaviour

16 Students who display inadequacy

17 ABC analysis (about reducing disruptive behaviour ) A useful Behavioural Functional Assessment model “She’s an attention seeker”

18 Draw on POSITIVE BEHAVIOUR SUPPORT PRINCIPLES; a basis for great insight ABC analysis (about reducing disruptive behaviour )

19

20 let’s talk

21 Jonah's close friends say he’s “full of shit” about Amanda. They’ve never seen her! They also question how good his breakdancing is.

22 “ The challenge is for teachers to ‘like’ kids they find offensive. This is exactly what is needed if teachers want to create class environments where respect and cooperation are fostered.” Barry Fields – University Southern Queensland, 2008

23 Need for social recognition MET Universal need for social recognition REVENGE SEEKING behaviour REVENGE SEEKING behaviour POWER SEEKING behaviour POWER SEEKING behaviour ATTENTION SEEKING behaviour DISPLAYS OF INADEQUACY Social recognition not given

24 Fun Professional learning Find a clip showing ‘misbehaviour’ Get into teams (mix them up) Show the clip Offer guiding questions Teams develop a hypothesis about the behaviour + suggestions for what teacher might have done differently Ideas are shared Awards time!

25 s

26 I build my model trains to wind down It’s embarrassing, but I take a ‘nanna nap’ after work I take the dog for a walk every morning. That helps! I get home, shower and put on ‘at home’ clothes. Then, I’m ok! I drink!

27 We have some strategies; but what ingredients really make the difference with difficult, or discouraged kids? "Like a plant needs water children need encouragement.” Rudolph Driekurs 4:41:00 PM

28 A ‘TO DO’ list 4 types of ‘every day’ encouraging language; Emphasis on effort: “It is great to see you trying to....” Emphasis on improvement: “You have improved in.....” Emphasis on appreciation: “That really helps when you...”. Emphasis about confidence: “I know you can do this....”

29 4:41:00 PM “Just as we are learning to value and conserve the air we breathe, the water we drink, the energy we use, we must learn to value and conserve our capacity for nurture. Otherwise, we will slowly but surely erode the source of our humanity” Elaine Heffner, 1996

30 References Adler, A 1929, The practice and theory of individual psychology, Routledge and Kegan Paul, London. Dreikurs, R & Soltz, V 1987, Children: the challenge, Hawthorn/Dutton, New York. Dreikurs, R., Brunwald, B, Bronia, P & Floy, C 1998, Maintaining sanity in the classroom: classroom management techniques, 2 nd edn, Taylor and Francis, Levittown, PA. Fields, B 2008, Beyond Disabilities: Broadening the View of Special Needs and the Inclusive Education Challenges Facing Primary Teachers – retrieved - Hattie, J 2009, Visible learning: a synthesis of over 800 meta-analyses relating to achievement, Routledge, New York. Heffner, E. 1978, MOTHERING: The Emotional Experience of Motherhood After Freud and Feminism” Doubleday and Anchor; New York. Lillico, I 2004, Homework and the Homework Grid, Tranton Enterprises Pty Ltd, Western Australia. Lillie, C Summer Heights High, Australian Broadcasting Corporation, Sydney Wachtel & McCold (2001) Restorative Justice in Everyday Life: Beyond the Formal Ritual – a helpful link -


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