1. Behaviour that challenges
Notes for tutor

2. Define challenging behaviour

3. How do we know how to behave in different social settings if we can’t follow the unwritten unspoken rules

4. List unacceptable behaviours
And match our attitudes to them

5. Cultural differences
Teaching styles
Working noise
Relationship with teacher

6. Expectations
Children will always fulfil your expectations of them

7. running around the classroom
fighting
bullying
bad language
not sharing
cheekiness
shouting out
climbing on furniture

8. But why do some children, even when they know that these are unacceptable ways of behaving continue to do these and other “anti-social” things in school and what can we do about these types of behaviours?

9. Look at the causes
List the behaviours
Different causes but same behaviours

10. Externalisation
internalisation

11. High ability children
Parents judgement
Helicopter parenting
How do children behave when their needs are not met

12. Childhood depression
What causes it
How does it manifest itself

13. Emotional deprivation

14. ABC of behaviour

15. Strategies to encourage positive behaviour
Body language
Positive discipline
Active listening
Clear language usage for appropriate age group
Rewarding good behaviour
Clear rules
The four question technique

16. Rules and why we need them
Positive rules eg walk in the corridor as opposed to don’t run

17. Four questions What did you do What happened when you did it
What could you have done differently
What would have happened if you had done it differently

18. discipline
So discipline is needed in a child's life to empower that child to make choices in accordance with the social and moral standards of the society in which the child lives.
Here we see discipline is not just punishment but rather training in the ways and means of gradually meeting one's own needs.
The way one trains a child varies according to that child's age, developmental stage, personality needs, past experiences, motivational level and specific special needs

19. Use positive instead of negative reinforcing where possible.
Concentrate on praise instead of punishment.
Be reasonable in what is expected.
Match expectation with ability and learning stages.

20. Be consistent.
Inconsistency can cause confusion, frustration and anger, leading either to compliance and conformity, eventually leading to rebellion or overt rebellious behaviour.
Mean what you say.
Threats are an insult to the dignity of any human person, young or old:
say what you mean and follow it through.

21. Avoid battles that cannot be won.
As Minet states, " A child cannot be forced to eat, sleep or use the toilet" (Childcare & Development).
Model the behaviour you are looking for from the child or young person.
Imitation is one of the most powerful ways children learn.
Children will observe, imitate and then internalise what they see,
be it inappropriate as well as appropriate behaviour.

22. Don’t ever be afraid to apologise to a child if you have acted wrongly or unjustly toward them, whether it was intended or not.
Children have a strong sense of justice.
As they experience adults taking responsibility for their wrong-doing, they will learn to do likewise.

23. Communication as a method of discipline
Extinction what is it

24. Natural consequences
When 1, 2, or 3 do not work, try allowing the child to experience the natural consequences of their choices.
For example, if a child refuses to eat a meal and isn't ill or suffering from emotional trauma, e.g. bereavement, allow hunger to be the consequence of this action.
More importantly, children will learn and internalise a very important concept, i.e. they have choices, which have consequences, pleasant and unpleasant.

25. Logical consequences
When natural consequences do not exist or would cause danger to the child, try logical consequences.
An example of this would be, if a child refuses to tidy up their toys and it is unsafe or undesirable to leave the mess, then communicate to the child that they may not play with those toys for a period of time.
Time out is another example of logical consequences.

26. Imitation
Learning bad behaviour

27. Can all children learn?

28. How do we shape behaviour
Define punishment
How do we describe behaviour
Leaving emotions out of our description
Reinforcers – what are they
Social, active and food and drink as reinforcers
Positive and negative reinforcers

29. Importance of consistency and timing of reinforcers
Importance of cirlce time

30. Types of observations