1. An approach to behaviour management.
1-2-3 Magic
Training led by Miss Butters
1-2-3 Magic
(based on T. Phelan & S. Schonour)
Introduce the idea of implementing a whole school, consistent approach to behaviour management.
An approach to behaviour management.

2. 123 Magic It is simple – not easy! Uses: - Positive reinforcement
- Active listening
- Dispels the ‘Little Adult Assumption’
- Distinguishes between start and stop
behaviours
- No talking and no emotion rules
It is simple – not easy!

3. Why do children misbehave?

4. Why do children misbehave? Bored/lack of stimulation Think it is a game! Copying behaviour (from adults or children) Seeking attention or a reaction Aren’t sure of the boundaries/try and test them Different expectations between home and school Inconsistent messages given to them Their way of communicating e.g. upset, angry, frustrated etc They want to assert their independence Lack of understanding

5. Children are not mini adults!
They are not born reasonable and unselfish;
They are smaller;
They are not as intelligent as adults;
They have less skills;
They are less responsible.
They need nurturing in order to grow and learn.
They need to be trained.

6. Two big mistakes Emotion Too much talking
Positive feelings should be shared with the child;
Negative feelings should not be shared with the child.
Words often make no impact at all;
Persuasion doesn’t work;
Shouting doesn’t work.
When children are making good choices they should be praised, but the negative feelings we have about bad behaviour should not.
Children do not learn to manage their behaviour by listening to a reasoned argument from an adult.

7. The different adult styles Which of these leads to positive behaviour management?
Authoritarian
Permissive
Warm switch on;
Demanding switch off.
Warm switch off;
Demanding switch on.
Detached
Authoritative
Authoritarian-jumps on every little thing. May use a loud voice to get attention. Very demanding and expects pupils to follow the rules. Warmth is rare.
Benefits of authoritarian-immediate compliance. Risks-pupil anxiety and minimal long-term positive effects. Rarely produces long term changes in pupil behaviour over time.
Permissive-too nice. Warm and supportive but not good at setting limits. Focus primarily on effort while de-emphasising the quality of what students produce. Irritating or disruptive behaviour may be ignored or handled with weak reprimands.
Benefits-pupils like warmth and support. Risks-lack of control.
Detached-pupils needing emotional support do not get it. Pupils do not receive the academic support they need.
Benefits-none. Risks-children make poor academic progress and those who need emotional support do not get it. Clear behavioural limits are not set.
Authoratative-positive, kind and supportive relationship with pupils but they know this adult ‘means business’.
Benefits-Orderly behaviour and students’ trust and respect.
Warm switch off;
Demanding switch off.
Warm switch on;
Demanding switch on.

8. How does this fit with 1-2-3?
Step 1: Controlling undesirable behaviour:
DEMANDING
Step 2: Encouraging positive behaviour:
DEMANDING and WARM
Step 3: Maintaining healthy relationships:
WARM

9. Identify the behaviours As a family, create a list of behaviours you do want (Start) and behaviours that you don’t want (Stop).
Stop behaviours
Start behaviours
Answering back;
Smirking/laughing;
Not tidying up;
Hurting others
Being unkind
Damaging property
Arguing;
Teasing;
Not getting ready
Not brushing teeth
Ignoring requests
Hanging up a coat;
Making their bed;
Doing homework;
Tidying up;
Brushing teeth
Getting ready for school
Listening;
Sharing with siblings
It is important to identify the behaviour which the child, or group, is presenting and deal with it accordingly.

10. Use the correct strategy Stop and start behaviours use different techniques – if they are mixed up the result may not be what you want.
Stop behaviours
(How we get the unwanted behaviours to stop)
Start behaviours
(How we get the good behaviours to start)
Praise the child or praising others around the child;
Timers;
Natural consequences;
Marble jar
Charting;
Counting to 10
1-2-3 or counting procedure*

11. 1-2-3 Magic! When you see a stop behaviour:
Count 1 - wait for child to change behaviour;
If no change
Count 2-wait for child to change behaviour;
Count 3- the child has time out in a designated area away from everyone else e.g. 5 minutes for a 5 yr old
After time out, child is allowed to return to join the rest of the family/activity, without comment from the adult.

12. 1-2-3 Magic!
What about a child who does stop after a count of 1, but then does something else in the same session?
Start the count at 2;
If no change
Count 3 - time out
At the end of the session (time depending on age of children) the slate is wiped clean.
A session could be a fixed amount of time or a morning and afternoon.

13. 2 3 1

14. What if my child does something which I consider to be very bad behaviour, do I still count?
Create a list of major and minor behaviours as a family
Minor behaviours will be counted on 1-2-3
Major behaviours will go straight to a 3 and time out.

15. Example Major/Minor offences Agree countable 1-2-3 offences with children and agree automatic 3s
Directly to 3!
Talking;
Shouting;
Running;
Smirking/laughing;
Throwing something on the floor;
Not tidying up
Play fighting.
Hitting;
Throwing something at someone;
Bullying;
Fighting;
Destroying property;
Lying;
Stealing;
Swearing
Racist incident
Others to be added as we think necessary.

16. 1-2-3 Do Do not Count; Wait between counts; Follow through every time;
Keep counts over a set time period;
Wipe the slate clean.
Talk ;
Allow emotion to show in your voice;
Lecture after the time out is served.
No discussion is needed with the child. They know what constitutes bad behaviour and they will learn to take personal responsibility for it.
Share example from DVD.

17. Any Questions?