1. Positive behaviour management for lunchtime supervisors
SLIDE 1: WELCOME
Positive Behaviour Management for Lunchtime Supervisors – is one in a series of Bite Sized training resources designed to develop the skills and knowledge of those who work with students’ outside of the classroom in schools, colleges and academies.
Other training in the Supporting Staff series include:
Leading your support staff team
Amazing TAs
Effective coaching and mentoring
Developing the role of non-teaching pastoral staff
Front of house skills for office and reception staff
Being a better PA
In order to facilitate today’s training, you will need:
Copies of the PowerPoint slides printed three to a page with space for notes for each participant
Copies of the accompanying ‘Starting to lead’ handout for each participant
Flip chart paper and marker pens
All resources for this training are available to download from the SecEd website (add link) or by from
Positive behaviour management for lunchtime supervisors

2. Outcomes from this Bite Sized training
By the end of this Bite Sized Training, you will have:
Developed your skills in building effective relationships and rapport with children.
Developed your knowledge of how to motivate and engage with children.
Considered issues related to children’ behaviour and developed a range of strategies to address these.
Identified strengths and areas for development in your own practice and considered how to best build on these.
SLIDE 2: OUTCOMES FROM THIS TRAINING
By the end of this Bite Sized Training, you will have:
Developed your skills in building effective relationships and rapport with children.
Developed your knowledge of how to motivate and engage with children.
Considered issues related to children’ behaviour and developed a range of strategies to address these.
Identified strengths and areas for development in your own practice and considered how to best build on these.
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3. www.simplyinset.co.uk email simplyinset@gmx.com or call 07767 858360
What’s the problem?
Thinking about incidents of student behaviour at lunch time:
What student behaviours help you do your job?
What student behaviours hinder doing your job?
Share your ideas with the group and record your ideas on flipchart paper.
Now, think about the causes of each behaviour …
What causes good behaviours in students?
What causes problem behaviour?
SLIDE 3: What’s the problem?
ACTIVITY
Thinking about incidents of student behaviour at lunch time:
What student behaviours help you do your job?
What student behaviours hinder doing your job?
Share your ideas with the group and record your ideas on flipchart paper.
Now, think about the causes of each behaviour …
What causes good behaviours in students?
What causes problem behaviour?
Working with young people can be challenging, particularly over lunchtimes and social times when things can be less structured and there an be more opportunities for students to forget how to behave. Often, we see managing children’s behaviour as something that they need to change but, over the next few minutes, we will explore what we can change in our own behaviour that makes managing children’s behaviour when they are outside the classroom a bit less challenging.
So, what’s the problem with children’s behaviour?
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4. Causes of positive and negative behaviour
Students will behave well if these factors are addressed:
Routines
Clarity
Language
Questioning
Transitions
Inclusion
The overall environment
ACTIVITY: Considering engagement at lunchtimes
Working as a group, think about each factor and record your answer on your handout
SLIDE 4: The causes of negative behaviour
Engagement and behaviour management go hand in hand. If you can get the children engaged then you will minimise behaviour problems. Student engagement is one of the key factors that determine the quality of a school.
Factors that affect behaviour include:
Routines
Groups
Clarity
Language
Transitions
Inclusion
The overall school environment
ACTIVITY: Considering engagement at lunchtimes
Working as a group, think about each factor on the slide and record your answers on flipchart paper:
Routines:
What routines do you use?
Why do you use them?
Clarity:
How do you ensure that you are clear about what you want children to do and how you want them to do it?
Language:
How do you use your language to manage their behaviour? Think about the sorts of questions you ask or the statements you make. Are they clear? Are they positive? Do they contain an instruction?
Questioning:
How do you use questions with students?
What is the purpose of questioning?
Do you use open or closed questions?
When do you use questions and when do you use answers?
Transitions:
Transitions are about moving from one place to another or from one activity to another.
What steps do you take to ensure that transitions are smooth?
Inclusion:
What do you do to ensure that ALL students’ needs are met at lunchtime?
The school environment:
How do you create a positive lunchtime environment?
What do you do to ensure students feel supported and valued?
How do you celebrate students’ success?
What do you do to make the physical environment safe?
Notice that all of the questions focus on what WE do. This is because we can manage children’s behaviour better if we start by changing our own behaviours. However, before we look at what we can change in ourselves, let’s consider what causes young people to behave poorly in the first place.
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5. Maslow’s hierarchy of needs
SLIDE 5: Maslow’s hierarchy of needs
Maslow worked as a psychologist in the 1950s and 60s. His theory of behaviour states that we all have various needs as human beings. These needs start from our most fundamental animal needs – called our physiological needs – found at the bottom of the pyramid – moving through to those needs that give our existence purpose; Maslow calls this ‘self-actualisation.
Maslow’s theory states that you have to build up from the base of the triangle.
Physiological needs have to be met before you can start to consider safety etc.
One of the key points to consider is why students do not fully co-operate in the first place.
Maslow’s theory helps to explain this.
It’s really all down to self esteem. Children with low self esteem are afraid of failure. They would rather be seen to be actively avoiding something than to risk showing themselves up as silly – especially in front of their peers.
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6. Considering the impact of Maslow’s theory
How does Maslow’s hierarchy of needs impact on us at lunchtimes
Are there any things that you do with a pupil or pupils that you can see are related to Maslow’s hierarchy of needs?
SLIDE 6: The Impact of Maslow
How does Maslow’s hierarchy of needs impact on us in managing children’s behaviour at lunchtimes
Are there any things that you do with a pupil or pupils that you can see are related to Maslow’s hierarchy of needs?
Put briefly, all humans will go to any lengths to ensure that our basic needs are met and this drive to meet these needs will override everything else – other people’s needs, good behaviour, agreed rules etc.
Consider this - if a child has not eaten properly before lunch time. Hunger will drive them to get food and this will overpower any expectations of good behaviour.
Or this – If there are no clear boundaries for behaviour (for example, you don’t enforce school rules on behaviour properly) children will make their own rules for behaviour so that they feel safe and secure.
So, what does this tell us about how Maslow’s theories can influence how we manage children’s behaviour at lunchtime.
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7. www.simplyinset.co.uk email simplyinset@gmx.com or call 07767 858360
Effective Persuasion
You are trying to persuade 3 pupils to play together
They are reluctant to do this.
How might you try to convince them to play together?
SLIDE 7: Effective Persuasion
Thinking about what has been learned already, let’s consider this scenario:
You are trying to persuade 3 pupils to play together
They are reluctant to do this.
How might you try to convince them to play together?
Share your initial ideas with the group.
Now let’s consider some of factors that effect behaviour:
Routines
Groups
Clarity
Language
Transitions
Inclusion
The overall school environment
Go back and review your initial ideas to resolve this issue.
Now let us think about Maslow, if fear is a driver for poor behaviour, how can we remove the fear and encourage the children to play together.
Go back and review your ideas again.
How is you final solution different from your initial ideas> What has this taught you about student behaviour?
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8. Building rapport with children
How do you go about building rapport with the children you work with?
Do you have different methods for different groups, individuals or situations?
What else could you do to help develop a positive environment where students feel valued and are keen to engage?
SLIDE 8: Building rapport with children
Rapport is about good relationships. We have already seen how Maslow’s theories tell us that we, as human beings, want to belong and be part of a group. We also want to be loved and feel that others care about us. We see this in what children will do to get our attention at lunch times. In their eyes, getting our attention for bad reasons is better than not getting our attention at all. So, some behaviour is attention seeking. The solution, give children your attention for all of the good things they might do, whatever these might be – walking calmly rather than running, saying please or thankyou, clearing up after lunch. Try to praise as much as possible.
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9. Behaviour management 1 What we do
Be proactive
Don’t tolerate low level disruption
Remember you are the adult
Always follow through
Follow school policy
Be consistent
Be aware
Remember – praise is always more effective than punishment.
SLIDE 9: Behaviour management 1 – What we do
Actions speak louder than words and what we do can make a big impact on how students behave at lunchtime.
Often, our behaviours are what cause the students to misbehave at lunchtime. We can change our behaviour more easily than changing the behaviour of students. So, think about:
Be proactive – stop the unacceptable behaviour before it starts! Think about the lunchtime triggers that most often lead to bad behaviour – for example, the rush to the dinner queue or bad weather. Think about how you can be proactive at encouraging good behaviour. Plan ahead for this.
Don’t tolerate low level disruption. It is the small poor behaviours that lead to the bigger ones. If you see or hear something happening that shouldn’t, nip it in the bud before it escalates into a bigger problem. Don’t leave it for someone else to sort.
Remember you are the adult and you are modelling the behaviour you want. Try to remain calm, talk quietly and treat students with respect (whatever the provocation). Remember, students want your attention so don’t engage in arguments or shout.
Always follow through – no empty threats. So, be careful what you say you will do because you MUST do it.
Follow school policy. Policies are there to protect you so always apply your school’s behaviour policy consistently and fairly.
Be consistent – always apply the same standards of behaviour so that students know where they stand and what to expect from you.
Be aware of any particular behaviour issues of particular students and support their behaviour positively.
Remember – praise is always more effective than punishment.
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10. Behaviour Management 2 – What we say and how we say it
Know names
Tell pupils what you want them to do
Use ‘May be … and’ statements.
Follow instructions with ‘thank you’ rather than ‘please’.
Praise and rebuke privately
Don’t ask pupils why.
Choices & consequences
SLIDE 10: Behaviour Management 2 – what we say and how we say it
Although our actions have a significant influence on children’s behaviour, we also need to give thought to what we say and how we say it.
Knowing names works wonders – Take time to learn children’s names and use them. This will give you more control over situations and empower you to take some action. Remember to learn children’s names for positive reasons; not just the naughty kids.
Tell pupils what you want them to do – not what you don’t want them to do. Phrase things positively since this gives a clear instruction to the child. For example, ‘Come down off the wall now!’ is better than ‘Why are you on that wall?’. You don’t want to know why, all you want to do is get the child down and keep them safe.
Use ‘May be … and’ statements. This is good for defusing challenging things that children say. For example, if a child says ‘They were pushing to the front to’ you say ‘May be, and I need you to stand calmly and wait your turn.’
Follow instructions with ‘thank you’ rather than ‘please’. This makes the assumption that students will comply and it also models polite behaviour that we want children to learn from and copy.
Most children prefer to receive both praise and rebukes privately rather than publicly. This is particularly important for teenagers. Try not to make any conversations to public, find a quiet corner or go to the child to talk rather than shout something across a distance.
Don’t ask pupils why they are doing something unacceptable. You may not like the answer and it also means you might get tied up in unnecessary, time consuming dialogue. Only use questions when you want to know the answer. The rest of the time, make statements. For example – ‘I need you to line up quietly’ is better than ‘why are you making so much noise in the queue?’
Choices & consequences. Make it clear to children who behave badly that they have made a decision to do this and that there are consequences to that decision. Also make sure they know the consequences of deciding to behave well. Tell them what the consequence will be if they don’t follow through your instruction and make sure you follow it through if they decide not to do as you ask. If they make the right choice, think about what the reward will be for this; it could be as simple as a ‘thank you’ or a smile or it could be a more meaningful reward using a school system.
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11. Changing our behaviour
Take a few minutes to think about the behaviour tips we have just shared
Which will work for you?
What else do you do that works well?
Which tips won’t work for you?
What would you need to change to make them work?
Slide 11: Changing our behaviour
Take a few minutes to think about the behaviour tips we have just shared
Which will work for you?
What else do you do that works well?
Which tips won’t work for you?
What would you need to change to make them work?
We have explored some of the causes of challenging behaviour from children at lunchtime, the reasons that often lie behind these behaviours; and what we can change in ourselves to better manage their behaviour in future. By adopting a few of these simple strategies, many of the behaviours we can all find challenging may become less of an issue at lunchtime and around school generally.
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12. www.simplyinset.co.uk email simplyinset@gmx.com or call 07767 858360
Make it Work at Work
What are you going to DO as a result of this Bite Sized Training session?
SLIDE 12: MAKING IT WORK AT WORK
ACTIVITY: What will you do as a result of this Bite Sized Training?
Working in groups, look at the action sheet you have produced during today’s training.
What are the three key learning points for you?
How will you know when your change has been successful?
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13. Where next?
Positive Behaviour Management for Lunchtime Supervisors – is one in a series of Bite Sized training resources designed to develop the skills and knowledge of those who work with students’ outside of the classroom in schools, colleges and academies.
Other training in the Supporting Staff series include:
Leading your support staff team
Amazing TAs
Effective coaching and mentoring
Developing the role of non-teaching pastoral staff
Front of house skills for office and reception staff
Being a better PA
Bite Sized Training offers a wide range of school based CPD sessions designed to be used as sharply focused yet active training sessions of no more than 45 minutes in length. Bite Sized Training materials are produced by Steve Burnage through Steve is an experienced author, trainer and education consultant with over 25 years experience of working in UK schools.
For details of other CPD offered through Bite Sized Training, or call
SLIDE 13: WHERE NEXT?
Positive Behaviour Management for Lunchtime Supervisors – is one in a series of Bite Sized training resources designed to develop the skills and knowledge of those who work with students’ outside of the classroom in schools, colleges and academies.
Other training in the Supporting Staff series include:
Leading your support staff team
Amazing TAs
Effective coaching and mentoring
Developing the role of non-teaching pastoral staff
Front of house skills for office and reception staff
Being a better PA
Bite Sized Training offers a wide range of school based CPD sessions designed to be used as sharply focused yet active training sessions of no more than 45 minutes in length. Bite Sized Training materials are produced by Steve Burnage through Steve is an experienced author, trainer and education consultant with over 25 years experience of working in UK schools.
For details of other CPD offered through Bite Sized Training, or call
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