1. If I wasn’t here today, I’d rather be…
“What would be the best part?”
Get a few responses on the board and link to the needs ask a partner “What would be the best part”

2. How you respond to this behaviour will dictate what happens next.
In this session we will be looking more at the Basic Needs and how they are going to be met one way or the other.
How you respond to this behaviour will dictate what happens next.
Your task will be to review student behaviours, relate them to the motivating needs and discuss how your response will enhance or damage the relationship
Pair up with someone wearing a similar colour.

3. Discuss with your partner the most challenging experience you have had with student behaviour.
All behaviour, (both yours and the students), is purposeful and aimed at getting what you want to meet one or more of your needs.

4. Behaviour choices are the best attempt to get what you want to meet one or more of your needs
Behaviours are chosen to minimise pain and maximise control: over self, over others or over the situation)

5. Up and clean Down and dirty Belonging Power Freedom Fun Survival
Needs will be met one way or the other either in appropriate positive generative ways or in inappropriate and destructive ways. What behaviours do students use to meet the need for belonging in up and clean ways list, then down and dirty ways
Brierly

6. Sentence Starters

7. Group formation Find the people by making the jigsaw – 6 pieces
Discuss how this characteristic or element is important in making and maintaining friendships
statements

8. Developing Quality Relationships
Think of someone who has had an impact upon your life; someone you would go to for advice, you would listen to that advice and consider it carefully.
How did you get to that level of trust?
What were the steps you went through?
What behaviours did you both choose?

9. Did this person use these behaviours
Criticising
Blaming
Complaining
Nagging
Threatening
Punishing
Rewarding to control

10. Or these? Listening Trusting Encouraging Negotiating differences
Respecting
Accepting
Supporting

11. Connecting Habits Glasser
Listening
Trusting
Encouraging
Negotiating differences
Respecting
Accepting
Supporting

12. ANTLERS that Build the Bridges
Accepting
Negotiating disagreements
Trusting
Listening
Encouraging
Respecting
Supporting
Glasser 2000

13. Did you consciously or unconsciously ask your self
“Is what I am about to do going to bring us closer together or push us further apart?”
Glasser 2000

14. Two-way communication
Based on Trust
Physical Proximity
Two-way communication
Mutual Understanding
Influence

15. Developing Quality Relationships
Trust - influence.
Without influence - control
Very important at the beginning of the year but is also ongoing throughout the year

16. The Breakfast Club

17. How you respond to the behaviours will determine what happens next.
Dealing with difficult behaviour is a choice
How we respond will improve or destroy the relationship

18. Jigsaw Process Divide into groups of six
Each member of the group chooses one of the areas and moves to an ‘expert’ group. Everyone records the answers- be very specific
Move to rainbow groups and share all information. Everyone records the practical strategies
Physical Proximity
Student to teacher
Student to student
Positive Communication
Positive Communication Student to student
Mutual Understanding
Use NSI cards

19. “Students who give you a hard time or don’t attend, have already chosen to separate from you. That’s why they are disrupting. If you cannot connect with them, they’ll give you a hard time all year, resisting your directions which is their way to control you. A favourite trick of resistant students is to keep disrupting your teaching until you threaten and punish. When you do, they have gotten control of you and can blame everything they’re doing on you”
Glasser 2000 (p 25)

20. Promoting Responsibility
Almost no one will learn from others who are not in his or her QUALITY WORLD1
1 Choice Theory

21. Two-way communication
Based on Trust
Physical Proximity
Two-way communication
Mutual Understanding
Influence

22. Using the cards provided take turns in reading the two sides
Make up some of your own.
Power over power with cards

23. Dealing with difficult behaviours
The downward spiral
Better alternatives
Gaining the need for POWER
Gaining the need for BELONGING
Gaining the need for FUN
Gaining the need for FREEDOM

24. ACTION PLANNING SPECIFICS:
Module Three: Building a Cohesive and Productive Classroom
What I have selected to try is ………………………………………………
Workbook page 14

25. Meet with your buddy teacher
Share your action plans
Make a time to meet in the next week to share successes
Use the sentence starters to promote discussion of the learning from this session.

26. What squared with something you already knew?
Geometric Close
What squared with something you already knew?
What did you see from a new angle?
What did you learn that was new, that completed a circle of knowledge?
Squared with they already know
Viewed it from a different angle
something that completed or closed the circle for them
An action or a new approach
What new direction will you know take?