Positive behaviour management

Practical ways of being a positive teacher Teaching environment table arrangement rows or tables in groups what are the uses and disadvantages? displays what purpose(s) do they serve? availability of resources why is this important? colour

Practical ways of being a positive teacher Planning and approach to teaching enthusiasm for subject energy pace well-planned, interesting activities appropriate level – build in success

Practical ways of being a positive teacher Teacher’s attitude to pupils develops a relationship with pupils greets the class in a positive way values pupils uses praise uses constructive language offers a positive role model makes effective use of verbal and non-verbal skills manages behaviour in a positive way

Body language Facial and body expression Voice confident eye contact, smile, stance, gestures, personal space confident assertive, not aggressive Voice firm, clear, not shouting

Expectations Set high expectations, but not unrealistic ones give clear and consistent boundaries establish simple routines use rewards and sanctions in a constructive way explain expectations clearly set them when you first take the class, reiterate if necessary are phrased in a positive way e.g. instead of ‘ Don’t shout out’ you could say ………………………….

Rules and routines What rules? What routines?

Rewards What are suitable rewards? rewards must be desirable to the students involved adapt reward system to suit individual pupils don’t forget attention and praise consider giving rewards more subtly phone call/postcard home

Rewards how frequently do the teachers you work with give rewards? which rewards work best with Y7? Y10? which rewards do you plan to use? can you think of any more unusual rewards that might work for you?

If expectations are not met react with surprise, not anger establish eye contact stay calm and assertive speak clearly and firmly stay in control of your own behaviour – don’t rise to the bait reinforce what you do want expect compliance by saying ‘I want you to ………. Thank you.’ reward a pupil who is doing what you want – this will encourage the rest address the primary behaviour ignore secondary behaviour (Don’t get sucked in) focus on the offence, not on the offender know when to be flexible

If conflict escalates react with surprise, not anger establish eye contact stay calm and assertive speak clearly and firmly stay in control of your own behaviour – don’t rise to the bait reinforce what you do want expect compliance by saying ‘I want you to ………. Thank you.’ reward a pupil who is doing what you want – this will encourage the rest address the primary behaviour ignore secondary behaviour (Don’t get sucked in) focus on the offence, not on the offender know when to be flexible

If expectations are not met Step 1 tactical ignoring Step 2 simple direction to student not across the room use a positive statement, rather than a negative one Step 3 repeat 2 if pupil argues don’t argue back give a clear choice based on school discipline procedure (Think this through ahead of the lesson)

If expectations are not met Step 4 give take-up time Step 5 follow up the choice made by the student separate pupil and audience

Sanctions make the sanction count always follow through don’t threaten what you won’t enforce don’t threaten to bring someone else in don’t bear grudges

Useful Resources ‘Ped. Pack’ booklets Improving the climate for learning Classroom management Books by Bill Rogers or Sue Cowley for practical tips Behaviour2Learn http://www.behaviour2learn.co.uk/ Room colours from Wang and Russ, 2008 Computer Classroom Wall Colour Preference and the relationship with Personality Type of College Students