1. Behaviour Management for Primary NQTs
Mark Holdaway
Associate Trainer
(Brighton & Hove Pupil Referral Unit)

2. Session Three: Teaching positive behaviour
Responding to inappropriate behaviour
Common barriers to learning

3. Aims of the session We will explore:
Why we need to teach positive behaviour (surely they know that by now?)
How to teach and model behaviour (don’t they just pick it up?)
A solution-focused strategy for promoting positive behaviour
How to select appropriate responses when inappropriate behaviour occurs
and will build on:
A proactive checklist for positive behaviour management

4. ‘Behaviour can be an area where we expect so much and teach so little’
Galvin, Miller and Nash, 1999

5. Teaching behaviour
Teach the behaviours which will enable children to meet the stated expectations (how can this be done in a crowded timetable?)
Make this teaching explicit rather than implicit
Make time for this explicit teaching a priority
Help children understand the idea of learning behaviours
Plan for regular reinforcement

6. Teaching behaviour
Focus on one behaviour that you will need to see in order that everyone’s rights and responsibilities are fulfilled
Describe the behaviour you need to see
Teach the required behaviour – discussion, modelling, practice
cont...

7. Teaching behaviour (cont..)
Develop and use a script which is consistent each time so that the children become familiar with your prompt words
Explain the positive consequences if the children get it right. Reward systems – whole-school, class-wide, individual.
Explain the negative consequences if they don’t get it right. Sanction systems – whole-school, class-wide, individual.

8. Preferred futures (the miracle question)
Life without the problem
How would I behave?
How would I feel?
What would I say?
How would others behave?
A ‘miracle’
An ideal scenario

9. Guidelines for responding
Low-level, unobtrusive interventions
Choice and consequences
Hierarchy of consequences
Certainty not severity
Managing behaviour is not an exact science; it can be upsetting, repetitive and leave you questioning your actions. These are all very normal feelings and responses. The more this is transferred to you from a child, the deeper their need and the more need there is for you to seek support and share this load.

10. Least to most intrusive interventions
Non-verbal messages (the teacher look)
Tactical or planned ignoring (concentrating on those doing the ‘right thing’)
Description of reality (“Johnny, you’re talking”)
Simple direction (“Stop talking, thank you”)
Rule reminder
Cont/…

11. Cont ….
Question and feedback (“Johnny, was that you again?”)
Blocking or assertive statements (“Stop, sit down!”)
Choices and consequences (“If you make the right choice, we can get on”)
Exit procedures (“I need you to leave so you can calm down)

12. We have covered:
The need to teach positive behaviour
How to go about teaching a behaviour
Planning how to teach a specific behaviour in your classroom
How to respond to inappropriate behaviour in your classroom
The use of preferred futures as a solution-focused technique to promote change

13. The effect on children’s learning of environmental factors
Parental support
Anxiety
Children’s social, emotional and behavioural skills
LEARNING
Sense of belonging
Mental health needs
Physiological needs (hunger, thirst, lack of sleep etc)

14. Why ‘learning behaviours’?
Moves away from negative discussions about behaviour
Behaviour that enables and maximises learning
Can range from high-level skills to earlier, less complex skills
The concept is applicable to all children

15. Inside classrooms
Unique complexity
Busy places
Public places
Events are multi-dimensional
Events are simultaneous
Events have a high level of unpredictability
Watkins,1997

16. Our structures need to address
Motivation
Well-being
Expectations

17. Bringing individuals’ strengths to their attention
Building on success
The helper’s role:
Bringing individuals’ strengths to their attention
Using questions to help the individual to focus
Amplifying small successes through questioning
Ensuring that the description is as concrete and detailed as possible
Cont/…

18. Cont…
Identifying the small things the individual does well
Giving feedback constructively, objectively, genuinely
Reinforcing identified strengths in order to increase the likelihood of their being used in future

19. We have looked at:
The concept of learning behaviours
Selecting interventions to increase the likelihood of learning behaviours occurring
Classroom procedures/routines which promote learning behaviours
A solution-focused strategy for managing behaviour

20. Our own feelings
Annoyed
Angry, provoked
Hurt
Defeated, discouraged

21. In this session we have:
considered the importance of and shared ideas for building positive relationships
considered why and how to use praise
discussed why it is more difficult to build and maintain positive relationships with some children than with others
discussed why ‘labelling’ children happens and how it can perpetuate negative behaviour
applied solution-focused strategies to a classroom issue