1. Behaviour Management
Mark Jenkins

2. Thinking About Teaching Are You Concerned About Behaviour?
With a partner
Discuss your feelings about the issue of behaviour in school
Draw on your own experiences
What worries you and what encourages you when you consider your experience and expectations when dealing with children’s inappropriate behaviour
Let us share pleasures and anxieties

3. Remaining the Professional Adult
Look after your own self esteem
Learn that attacks are not personal
Access your skills of behaviour management
Make your responses consistent with the shared aims of the class and school
Reduce the child’s stress and anxiety
Help them to gain control of their feelings
At whichever level in school you are experiencing difficulties with behaviour management it is crucial that you work at retaining the adult role. This is particularly difficult while you are training because being challenged in your role as teacher brings out feelings of neediness which make it difficult to remain in an adult role.

4. QTS Standards [2007] 1.Professional Attributes
Q1: Have high expectations of children and young people including a commitment to ensuring that they can achieve their full educational potential and to establishing fair, respectful, trusting, supportive and constructive relationships with them
Q2: Demonstrate the positive values, attitudes and behaviour they expect from children and young people
Q4: Communicate effectively with children, young people, colleagues, parents and carers
Q5: Recognise and respect the contribution that colleagues, parents and carers can make to the development and well-being of children and young people and to raising their level of attainment

5. QTS Standards 2. Professional Knowledge and Understanding
Q10: Have a knowledge and understanding of a range of teaching, learning and behaviour management strategies and know how to use and adapt them, including how to personalise learning and provide opportunities for all learners to achieve their potential
Q21(b): Know how to identify and support children and young people whose progress, development or well-being is affected by changes or difficulties in their personal circumstances, and when to refer them to a colleague for specialist support.

6. QTS Standards 3. Professional Skills
Q31: Establish a clear framework for classroom discipline to manage learner’s behaviour constructively and promote their self-control and independence
Q32: Work as a team member and identify opportunities for working with colleagues, sharing the development of effective practice with them

7. The Reality of the Role
Gerard
Unless you’re prepared to deal with children in all their glory don’t become a teacher.
Prospective teachers need to know that children will always test the limits. They should know children will invariably talk out of turn, run rather than walk, daydream rather than listen, test your authority rather than acquiesce meekly… and generally question your every utterance.

8. Health Warning
There are no easy answers, quick fixes or foolproof methods which lead to successful behaviour management.
Getting it right has more to do with your ability to plan and deliver effectively, and with a whole school approach to developing self-esteem, than it has to do with children's personalities.
1. Explain own experiences of managing behaviour in school – always looking for some sort of perfect method when it has much more to do with relationships and ethos and responding to individual need
2. Think back to own school days – why were some classes more controlled than others?

9. Poor Behaviour? What can constitute poor behaviour?
What could be the reasons behind each type of behaviour you have identified?
Share with a partner.
Discuss reasons for poor behaviour and the inextricable link with planning and delivery. Can they think of instances where they know they needed to modify their planning/delivery to engage children more fully?

10. Difficult Behaviour Might Be
Attention seeking disruption
Simple non-compliance
Talking out of turn
Non co-operation in a group or pair
Overt rudeness and disrespect to adults and peers
Physical abuse
Truancy
Pupil misbehaviour is any behaviour by a pupil that undermines the teacher’s ability to establish and maintain effective learning experiences in the classroom
Studies have shown that the vast bulk of pupil misbehaviour is quite minor in nature.

11. What Children Need in Order to Behave Well
Self respect, high self esteem
Respect for others and from others
Clear boundaries and expectations
Clear rewards and sanctions
Consistent responses from adults
The chance to redeem themselves

12. Pupils like teachers who..
Keep order
Are fair and consistent
Have no favourites
Can explain clearly and give help
Are friendly and patient
London Borough of Waltham Forest, Behaviour Support Pack
Conversely a study by Marsh et al (1978) found that pupils don’t like teachers who are boring, who can’t teach, who don’t manage effective discipline and who make unfair comparisons.
Takeparticuarl note of the “can explain clearly” point – refer to warning at beginning of lecture

13. Language, Behaviour and Self-esteem
It is often difficult, when we are stressed or annoyed, not to criticise a child. However, with a little practice it is possible to achieve the effect we want in a more positive way.
Always try and separate the behaviour from the person.
Use the class rules as a reference point consistently when discussing a child’s behaviour with her/him.
Your role in developing children’s sense of self esteem is crucial. You can develop their responsibility for their own behaviour through the language that you use. This can be the hardest part of your role development while training and beyond. When our own defences are down we don’t feel positive and this affects our tone and vocabulary with the children. Moving away from a confrontational approach requires considerable time and patience

14. Work to Repair and Restore Relationships
Catch them being good
Give children the chance to redeem themselves
Be positive about the future
Don’t bear grudges and don’t take poor behaviour personally

15. Managing a Positive Response
Turn each of these ‘don’t’ rules in to a ‘do’ rule that has a more universal effect:
Don’t talk in class
Don’t push when standing in lines
Don’t hit, punch or kick others
Don’t steal from your classmates
Don’t call your classmates names
Let’s see how do rules work better than don’t rules.
Note how ‘don’t’ rules always have a very narrow focus, whereas ‘do’ rules tend to be more all encompassing and give children a foundation for understanding how to take responsibility for their behaviour.
The do won’t necessarily be the exact opposite of the don’t.

16. Work Within a Framework
Why is this important?
It enables you to provide clear boundaries and expectations
It allows the adult to correct behaviour from the perspective of protecting rights rather than criticising the child personally
It supports children in taking responsibility for their own behaviour

17. Ground Rules for Classroom Rules Docking
Classroom rules serve three purposes:
To ensure safety and personal welfare
To provide effective conditions for teaching and learning
To help children develop considerate behaviour and respect for property
Let’s look first at those clear boundaries and expectations

18. Clear Boundaries and Expectations - Classroom Rules Mosley, J.
Do be gentle, don’t hurt anybody
Do be kind and helpful, don’t hurt people’s feelings
Do be honest, don’t cover up the truth
Do work hard, don’t waste time
Do look after property, don’t waste or damage things
Do listen to people, don’t interrupt
With these next few slides, we will unpick what each of those things (in previous slide) are; how do we give children what they need in order to behave well?
Starting with clear boundaries and a clear set of expectations:
I found these worked with young children and have seen them as an effective framework for older children because they start with what we want to see but give the child an explanation of what the converse looks like. These rules are all a part of the Jenny Mosely quality circle time approach. Their purpose is to provide a constant point of reference when you are talking to the children about their behaviour.
Talk about use of them in school – need for all staff to be using them as a point of reference.

19. Charters - An Alternative Approach … Reminder
Classroom charters based on the UN Convention on the Rights of the Child
(The Rights, Respect and Responsibility (RRR) approach)

21. The Essential Parameters
All children need routines. Pupils in difficult schools need them even more urgently because their behaviour is so extreme that they need to know that there are reassuring parameters to contain them.
Therefore, stick to the basic routines you can enforce. They are vital because they are the symbols of your control in the classroom.
By obtaining what you demand in terms of simple procedures you’ll create a situation in which you can do some teaching.
Paul Blum

22. Within school – Key times and places
Early morning
Children who are late
Getting ready for assembly
Lining up for assembly
Moving around the school
Lunchtime/playtimes
Wet playtimes
Visitors arriving
Home time
Getting ready for practical activities; changing for P.E., preparing for Art, DT.

23. ‘Getting the Buggers to Behave’
Classroom Routines
Video with Sue Cowley
Author of
‘Getting the Buggers to Behave’

24. Reward Systems What have you used or seen in school Did they work?
Were there any pitfalls?
Were any more appropriate for a particular age group?
At what stage should the child be able to complete the activity for the satisfaction and pleasure of doing it rather than a tangible reward?

25. Rewards and Sanctions A clear system
A system that separates rewards from sanctions
A system that rewards all children
A system that children understand and have invested in
A system that is reviewed regularly

26. Warnings and Sanctions
Name the negative behaviour
Draw attention to the positive behaviour of others – “Show me how you can…”
Offer a choices reminder
Use visual warnings after verbal e.g. name on the board followed by a cross
We can’t always be so positive that sanctions aren’t necessary. However, sanctions don’t work unless children are given a warning fist and then time to redeem their behaviour. It is always better to try distraction or something supportive before reverting to sanctions. If sanctions become necessary be very clear how you deliver them. Never move straight to a punishment – give the child time to redeem himself and finish the lesson positively.
Choices – are you going to choose to follow the lesson or are you going to choose to have your name on the board?
One cross may mean something like loss of one minutes of play time and so on. If you are moving towards multiple crosses you are either over-reacting and need to practise ignoring some behaviour, or this child needs a specific programme.
However, be aware of the pitfalls of naming and shaming in anyway ay, and the fact that for some children it won’t be the answer.
Read/show poem – Adam X by Brian Vince

27. Video Clip
Watch the following clip and identify the strategies used by both teachers.
How effective do you think they are in dealing with their children?
What would you do to improve the behaviour in these classes?
Discuss and be prepared to share your ideas with the group

28. Improving Schools
Research implies that misbehaviour in schools has determinants at three levels:
Some individuals are more likely to misbehave
Some teachers are more likely to produce higher levels of misconduct
Some schools are less able to control student behaviour than others
What can the school and teacher do to enable behaviour to be managed?
Discuss
There will always be some children who find compliance in the classroom difficult
Teachers’ classroom organisation and management have a very significant impact on pupil behaviour. Consider those classes you were in at school where teacher’s had less control. Why didn’t you feel like complying?
This may be for a variety of reasons. Some simply have more challenging catchments – however, it is dangerous to assume that areas of higher poverty of with a more complex ethnic mix may be more likely to have challenging schools. Pupils’ behaviour is affected by the school’s capacity to anticipate and reduce the risk of misbehaviour at all three of these levels.

29. Where Schools Manage Behaviour Well
Proactive schools which pre-empt and prevent difficulties arising
Schools with a strong sense of community
Schools with collaborative teachers who share information about pupils
Schools that promote pupil autonomy
Watkins, C. & Wagner, P. (2000) Improving School Behaviour. London:Chapman
Note that none of these points refer to a sanction system. These schools no doubt use sanctions with children, but they are most effective because the children can see why they should behave well in the first place.

30. Bill Rogers
Ensure you read the article by Bill Rogers in the reading pack before you go out on school experience