1. Behaviour for Learning (Primary)
The purpose of this workshop is to explore what behaviour for learning strategies could be most effective in real situations NQTs may find in their first year(s) teaching.
Note: We are moving away from the term ‘Behaviour Management’ to the more instructional approach of ‘Behaviour for Learning’.
Behaviour for Learning (Primary)

2. Working together in the workshops will involve…
Confidentiality
Participation
Contributing to group learning
Asking questions/clarifying issues
Taking responsibility for your own learning
Please check that your phone is off
for the duration of the workshop
Please remind NQTs of the protocols of working together as part of the workshop programme.
The key points to highlight are:
Confidentiality - To be explained clearly - NQTs are asked not to mention names of schools, children, teachers or parents when discussing work/school issues.
Participation and Engagement - Contributing to group learning, asking questions/clarifying issues, positive interaction with peers and facilitator.
Communication with all parties involved will be carried out in a manner which is professional, collaborative and based on trust.
If an NQT has an issue which is of particular concern to them, invite them to please speak with you when the session ends. If they wish to raise an issue with regard to organisational aspects of the workshop programme then refer NQTs to Director of local EC. If they wish to raise an issue with regard to any other aspect of the workshop programme then refer NQTs to NIPT.

3. The little things…
‘As we know, we tend to cope with the big things in life, but it is the little things that can overwhelm us unexpectedly…the “little” stresses-those tiny almost unrecognised events that can accumulate rapidly in a teacher’s day’
(Claire Hayes, 2006)
Sometimes, it is the little things or an accumulation of little things that cause bigger issues in class.
It is also important for a teacher to be aware of the little things that “push their buttons” with regards behaviour.
Above quotation taken from ‘Stress relief for teachers – the coping triangle’ by Claire Hayes
– ISBN10:
Facilitator asks NQTs to name behaviours they find difficult responding to. Note responses on flipchart: this will be re-visited at the end of the workshop.

4. Effective Classroom Management and Organisation
Positive Relationships The Social Environment of the Classroom The Learning Environment Classroom Organisation A Systematic Approach to Responding to Behaviour Teacher Attitudes and Behaviours Social and Emotional Teaching Strategies The Behavioural, Emotional and Social Difficulties - A Continuum of Support - Guidelines for Teachers (NEPS 2010)
Recap on Classroom Management workshop from Term 1: When managing and organising your classroom it is recommended that you plan for the following key areas (The Behavioural, Emotional and Social Difficulties - A Continuum of Support - Guidelines for Teachers (NEPS 2010) is a useful resource: this is available on
Positive Relationships
The Social Environment of the Classroom
The Learning Environment
Classroom Organisation
A Systematic Approach to Responding to Behaviour
Teacher Attitudes and Behaviours
Social and Emotional Teaching Strategies
What are the important key messages that you can recall from Classroom Management and Organisation workshop?
Room - layout, space, safety, accessibility, storing materials, display
Rules - statement of acceptable behaviour specific, discussed and negotiated
Procedures and Routines - Teach, re-teach, check for understanding
Teacher’s behaviour - role model, role in classroom
Planning and Preparation - Be prepared, up to date plans, have necessary resources

5. Behaviour for Learning
Toolkit: There is no one solution/fixed approach
Assess what’s happening and select the most appropriate skill or strategy to use
Regularly use behaviour for learning skills and strategies
Believe the strategy will work…verbal and body language expectation
K.I.S.S = Keep It Short and Simple
(Behaviour Management Pocketbook, Hook & Vass, 2011)
The metaphor of ‘toolkit’ is a good way to describe how a teacher needs a variety of strategies for behaviour for learning to apply to different situations at different times. It is not enough to just read through a list of behaviour for learning strategies and remember them. Regular use and practise is very important in order for these strategies to become part of your teaching.
If you are using a strategy, show that you believe it will work. Your expectations are communicated by:
Verbal language: Use ‘thank you’ rather than ‘please’ at the end of a direction
Body Language: After giving direction, turn away and engage with other children, move to a child that is working well and spend more time with them giving them praise.
K.I.S.S=Rather than using ‘monologue mode’, give short simple directions enable children to:
Focus on the key issue
Identify the problem
Resolve the problem.

6. Why do children misbehave?
Consider….
Why do children misbehave?
Place one blank A4 sheet on each table.
Activity A: Paper conversation
On this sheet, NQTs silently note down thoughts on the question on the slide.
Through feedback, facilitate NQTs in thinking of the following:
Children:
May mistrust teachers/adults because of past negative experiences
May come from difficult home situations where the adult is unresponsive or abusive or too stressed or overwhelmed to meet the child’s needs
May have developmental, neurological or biological problems therefore easily distracted, hyperactive, off task
May be hungry/tired
Key message: Behaviour is a form of communication.

7. “If a child doesn’t know how to read, we teach.
If a child doesn’t know how to swim, we teach.
If a child doesn’t know how to multiply, we teach.
If a child doesn’t know how to drive, we teach.
If a child doesn’t know how to behave, we…….?
Why can’t we finish the last sentence as automatically as we do the others?”
John Herner (NASDE President ) Counterpoint 1998
Notes: The following quote by John Herner, former Director of Special Education, ODE, expresses our difficulties with dealing with challenging behavior.
Read quote.
Ask NQTs - Do we perceive behaviour as something that needs to be punished or a skill that needs to be taught?
Appropriate behaviour should be taught.
It is important to acknowledge the complexity of teaching behaviour here.
Incorporating behaviour for learning techniques into your teaching is an essential skill that teachers develop with experience.

8. Learning Behaviour: Looking at the why rather than the what….
Reasons:
Relationship with self
Relationship with curriculum
Relationship with others
(Behaviour for Learning, Elis & Tod, 2009)
This slide is in the NQT Booklet. NQTs can add information arising from discussion into the notes section.
Refer to double meaning of ‘learning behaviour’… Consider…
Learning as a verb: What behaviour do you wish your pupils to learn?
Learning as a description: What behaviour is essential in order for your class to learn?
By exploring the why, teachers can choose how best to respond to behaviour. Facilitator asks NQTs the following questions…
If the reason is relationship with self, how might you respond?.....positive feedback to pupil and parents, praise and encourage, catch them being good, SPHE curriculum, buddy system with younger child, other?
If the reason is relationship with curriculum, how might you respond?.....changing teaching style, differentiation strategies, use of resources, offer choice where possible, other?
If the reason is relationship with others, how might you respond?......teach behaviour by: use social stories (discussed later in the workshop), circle time, team games, role play, paired reading, other?

9. Activity: Case Studies
What are the first behaviour for learning steps you might take if this child was in your class?
Activity B: Case Studies (Initial Response)
Refer the NQTs to the three case studies in the NQT Booklet.
We would like to acknowledge NEPS in the creation of these case studies for this workshop.
NQTs select the one they would like to work on for this workshop. Facilitator asks NQTs to read the case study individually and note down their initial response on blank case study page. Do not group NQTs at this stage.
We will revisit these case studies towards the end of the workshop.
The next part of the workshop is to look at some resources available for Behaviour for Learning and useful strategies.
We will look at the Classroom Support process for Behaviour for Learning.
We will then revisit the Case Studies after this to add in additional strategies that might be helpful.

10.
There are many resources online regarding Behaviour for Learning strategies.
SESS have an excellent Behaviour Resource Bank on which contains numerous advice sheets which may be very helpful for NQTs in all educational settings.
The list of these advice sheets is in the NQT Booklet.
Give time for NQTs to have a look down through the list and highlight those that are of interest to them.
Activity C: Today we will look at 6 of those advice sheets (next slide).
*Remind NQTs that not all the advice here may apply to any one student or situation. Teachers identify the strategies that will work best for them.

11. SESS Behaviour Resource Bank
Big Toe First: Avoiding Confrontation
Timetables & Social Stories
AD/HD
Follow up/Repair and Rebuild/I-ESCAPE
Time Out (NEPS)
Activity C:
NQTs select an area from the 5 topics listed that they would like to explore further.
Depending on the response, facilitator organises interest groups accordingly.
Refer NQTs to the SESS advice sheets in the NQT Booklet.
On a flipchart page each group identifies 5 key points about their chosen Advice sheets to share with the rest of the group.
Flipchart pages are displayed around the room.

12. Continuum of Support: NEPS
*It is important to remind NQTs to check policy on behaviour in their school.
BESD Guidelines refer to a continuum of support. NQTs can access this through (NQT Primary Resources).
For Behaviour Management, support begins in the classroom with the class teacher (Classroom Support).
School Support is an intervention process usually coordinated by the learning support/resource teacher working alongside the class teacher.
School Support Plus refers to the school requesting the involvement of relevant external services in more detailed assessment and intervention programmes.
In this workshop, we will look at the process involved in Classroom Support.
*Always discuss with principal if you are concerned about a child’s behaviour.
This slide and the next slide are in the NQT Booklet.
The Behavioural, Emotional and Social Difficulties - A Continuum of Support - Guidelines for Teachers (NEPS 2010)

13. Classroom Support Process
Starting Point – Concern is expressed by parent/teacher/other professional
Teacher considers…can concerns be met through whole class teaching approaches and class differentiation?
Yes No
Continue with differentiated teaching approaches
Classroom Support Process
Class teacher completes information gathering and assessment (See Learning Environment Checklist, Classroom Support Checklist)
Redefine Problem and Review/Amend Classroom Support Plan
Planning and Intervention
The Classroom Support Process (NEPS) involves a number of steps that may lead to creating an Individual Behaviour Support Plan
The Starting point is when a concern is expressed by parent/teacher/other professional
The next step is that the teacher considers whether the concern can be met through whole class teaching i.e. using proactive strategies and low- level behaviour management (see next two slides)
Classroom Support Plan is agreed with parents and implemented by class teacher
Planning and Intervention
Continue at Classroom Support Level
Decision is made to…
Initiate School Support Process

14. *Learning Environment Checklist : Pg. 66 & 67
Proactive strategies
Interest Questionnaire/Concept mapping
Rules and routines
Positive Feedback
Motivation-choices, Special Recognition Board
Student of the Week, awards
Incentives
*Learning Environment Checklist : Pg. 66 & 67
The Behavioural, Emotional and Social Difficulties - A Continuum of Support - Guidelines for Teachers (NEPS 2010)
Proactive strategies are on-going for the whole class. NQTs can note down ideas from discussion.
Some useful strategies might include:
-Getting to know your pupils better by using an Interest Questionnaire or concept mapping (likes, dislikes, school, hobbies), recognising birthdays, expressing an interest in their hobbies, etc.
-Regularly reinforcing rules and routines (after holidays and/or weekends)
-Positive feedback to parents as first communication e.g. good note in homework diary, good news post card, personal comment to pupils before he/she leaves school, Promote ‘ I can’ attitude e.g. pupils record each time they learn a new skill
-Motivation: when possible offer choices-projects, activities, groups, use Certificates, have Celebration assemblies
-Incentives-invite NQTs to briefly discuss and share ideas about incentive systems that are working well for them
*Remind NQTs about Learning Environment Checklist in BESD Guidelines which can be very useful in identifying where proactive strategies may be required for their own classroom.
*Good Behaviour Management always begins with being proactive in your classroom.

15. Tactical Ignoring - Pausing
Non-verbal cue
Take up time - 'Thank you'
Incidental Language - 'Right now, we are all working on our stories'
Behavioural Direction - 'I need you to face forward and listen, thank you'
Rule Reminder - 'What is our rule for…?'
Distraction - Give them a job to do
Behavioural Sandwich - Positive, Behavioural Direction, Thank you
Choices - direct or deferred
Direct questions - What, When, Where, How
Blocking and Partial Agreement - 'Maybe so, but I need you to…'
When the behaviour occurs, it is important to reflect on how you as a teacher deals with it.
The following list is the next step in addressing behaviour incidents in your class i.e. the use of low-level behaviour for learning skills.
They are listed from the least intrusive (tactical ignoring) to the most intrusive.
Ask the group to read through list in their NQT Booklet and tick 3 that they use most often.
*Also, mark 3 that you intend to use more often in the future.
Remember:
Incidental Language (Descriptive Cueing) "This is class reading time.”; “The classroom needs to be tidy before we leave.”
‘Take up time’ – this is the time given to students to allow them to complete task/request. It is important to allow students time to process requests/instructions. Sometimes teachers expect students to respond to a requests/instructions immediately but this may be impossible or some students especially students with SEN, Sometimes it is necessary to walk away having given an instruction and leave student to get on with things
Behavioural Direction
Focus on expected behaviour
Finish with ‘thanks’
Keep the direction or instruction brief
Distraction / Diversion :Giving a task or instruction to move the students behaviour – but not naming the behaviour
Direct questions
Use “what?”, “when?”, “how?” or “where?”;These questions direct a student to their responsibilities
Avoid “why?” Or “are you?”
Choice / Deferred consequences
“ If you choose not to sit in your seat, you will be choosing to…..sanction……that is the school rule, thanks.”

16. Individual Behaviour Support Plan
Step 1: Identify Problem Behaviours
Step 2: Record and Observe Behaviour
Step 3: Analyse Data Gathered
Step 4: Implement Intervention Strategy
Step 5: Evaluate the Intervention
Advice Sheet 22
If the challenging behaviour persists despite using proactive strategies and low level behaviour management skills, the teacher may choose to create an Individual Behaviour Support Plan. This is part of the Classroom Support Process (NEPS).
It is important to advise NQTs that they should always seek support of Principal and SEN team member for the process of developing an Individual Behaviour Support Plan and of consulting with parents as part of this process.
SESS refer to the following steps when creating an Individual Behaviour Support Plan. This slide is in the NQT Booklet.
The purpose of any Behaviour Support Plan is to help the pupil to take responsibility for his/her own behaviour and to teach him/her how to make appropriate choices. A multi-disciplinary approach is recommended: involving teacher, pupil, SNA, parents, principal.
We will now run through each of the steps involved in creating an Individual Behaviour Support Plan:
Step 1: Identify the Problem Behaviours (class teacher, parent, other professional)
Make a list of all problem behaviours. Then identify one that causes most concern/that you would like to change
(More details are available on SESS Advice sheet 22).

17. Step 2: Gathering information
Guidelines for Observations BESD Guidelines Pg. 87 & 88.
Behaviour Checklist Pg.83-86
ABC Behaviour Record Pg. 104
My Thoughts About School Checklist Pg. 97
Other…?
Step 3: Analyse Data Gathered
Patterns, Triggers
Looking at the why
Step 2: Gather Information. Ask the group, how you might do this?
Look at the behaviour identified in step one. The above slides lists some ideas in recording this behaviour.
*If you are going to observe a child, it is important to firstly refer to Guidelines for Observation: BESD Guidelines Pg. 87 & 88
Other suggestions include: Behaviour Checklist, ABC Behaviour Record, My Thoughts About School Checklist -Involving the pupil in this process can also be very useful. There are templates for all of these in BESD Guidelines along with notes regarding their use.
Step 3: Analysing the Data
Key Questions include: What does this information tell me? What can I do about it?
Check for patterns: time of the day, subject, activity….
Are there any triggers for the behaviour? Activity, scenarios, other children….

18. Step 4: Implement the Intervention Strategy
“Fairness isn’t giving everybody the same;
it’s giving what everybody needs”
(SESS Advice sheet No.2 on AD/HD)
How will you teach the skills/behaviour you would like the child to display?
What reward/incentives might you use?
What sanctions/consequences would be most effective in managing inappropriate behaviour?
How will you measure what you see
How will you write the Intervention Strategy?
Step 4: Implement the Intervention Strategy
This is the challenging part…Identify ways to encourage the pupil to change his/her behaviour.
Quote is from SESS Advice sheet No.2 on AD/HD
Discuss the following with NQTs:
What might an Intervention strategy look like?
This slide is in the NQT Booklet.
NQTs will need to consider:
How will you teach the skills/behaviour you would like the child to display?
What reward/incentives might you use?
What sanctions/consequences would be most effective in managing inappropriate behaviour?
How will you measure what you see?....Observe again? Set a timeframe for review to see if intervention strategies are working
How will you write the Intervention strategy?....Behaviour Contract with/for pupil?

19. Step 5: Evaluate the Intervention
After one day/week/month…
Communication…with pupil, parents, principal, mentor
Rewards/incentives
Consistency
Step 5: Evaluate the Intervention
Teacher decides the time-frame
Communication is very important at this stage
Does the pupil understand the type of behaviour expected?
Are the rewards incentives strong enough…consider type, frequency…
Was there consistency in ensuring Behaviour Plan was implemented?

20. To record, this Classroom Support Process, NQTs can use the NEPS Classroom Support Plan and Review Record Pg. 70 BESD Guidelines
A copy of this record sheet is in the NQT Booklet

21. Activity: Case Studies re-visited
What Proactive Strategies might be helpful?
What Low Level Behaviour for Learning Skills might be useful?
How might you gather information?
What/who else might be involved in the Classroom Support Process?
Activity D: Case Studies Re-visited
NQTs now re-visit Case Studies from the beginning of the workshop.
NQTs move into groups according to the Case Study they have chosen to work on.
Return to NQT Booklet.
In groups, they outline a Classroom Support Process for each child.
This slide contains some leading questions to support the facilitator during this section.
*Emphasise:
-the importance of proactive strategies and low-level Behaviour for Learning skills as the first steps
-the teacher does not create an Individual Behaviour Plan on their own. The child, parents and other teachers (learning support/resource) and principal may be involved.

22. Support… School - Principal, Mentor, other staff Parents
National Education Psychological Service (NEPS)
Special Education Support Service (SESS) -
Professional Development Services for Teachers (PDST) -
Notes: Sources of support for Behaviour for Learning.
It is important that facilitators visit each of the websites listed above prior to facilitating the workshop and give 1 or 2 examples of the resources available on each site.

23. Role of NEPS Psychologists
Support and Development of initiatives to address whole school and classroom support structures e.g. review of policy/practice, Incredible Years, staff in-service
Indirect support for individual pupils at Classroom Support and School Support level through consultation with class teachers and SEN teachers
Assessment, intervention planning and review processes for children receiving support at School Support Plus
NEPS psychologists can work with schools in developing whole school approaches to promoting positive behaviour as well as strategies suited to individual classes or groups of pupils. The extent of the work will depend on agreement with the school about the use of service time available.
Examples include:
work on school policies and procedures, such as the development of positive behaviour policies or support to care/SEN teams
advice on approaches to teaching and learning
input to staff development
advice on classroom management strategies
sharing assessment and intervention strategies
group work with pupils with similar needs such as social skills,
anger management, resilience building
This support and development work can directly and indirectly support a child/young person whose needs are being met at different points along the continuum of support in school. It is also an effective way of supporting teachers and parents in utilising their experience, skills and knowledge in addressing the needs of pupils.
NEPS role at Classroom Support and School Support will usually be an advisory and consultative one. The psychologist will be more likely to engage in direct work with the pupils, parents and staff of children receiving support at School Support Plus level
It is intended that a NEPs Psychologist will be assigned to all schools next year. 23

24. Behaviour for Learning
3 Recalls
1 Question
2 Insights
Activity E: Workshop Reflection
Behaviour for Learning 3-2-1
Ask NQTs to consider this slide regarding Behaviour for Learning.
Refer to first flipchart page i.e. behaviours they find difficult to respond to.
What might change now as a result? Encourage NQTs to reflect on their own practice...complete final page of NQT Booklet.
Please note that it is important to give time for this activity as it links prior knowledge with the content of the workshop.

25. To ask for support is a sign of strength…
Additional Support
Professional Support Groups
NIPT School Support Service
Contact the NIPT
Please ask your Facilitator or EC for the contact details of the NIPT RDO assigned to your EC
Key Message: Refer again to motto for The National Induction Programme for Teachers.
Asking for support is central to professional development.
Remind NQTs of date for next session.
Remind NQTs that they can:
Ask their principal to apply for the NIPT School Support Service by completing the NIPT School Support Service Request Form at and returning same to NIPT office. School support is available to support NQTs in their planning and their classroom practice.
Request Professional Support Groups – Additional support in small group settings in the areas of Numeracy, Literacy, Planning, Assessment, Multi-grade, Resource teaching, 90 minute duration. Available on request to Education Centre by NQT.
To ask for support is a sign of strength…