1. Positive Behaviour Management Caroline Wheatley & Clive Jones Inclusion Support Services

2. Purpose of session A focus on developing understanding of issues relating to the management of children’s behaviour and helping you to promote good behaviour in your classroom.

3. Outline of session Standard 1: Set high expectations which inspire, motivate and challenge pupils Linking emotions to teaching and learning Standard 7: Manage behaviour effectively to ensure a good and safe learning environment Rules, Rewards and Consequences, Routines, Language of choice, Use of environment

4. Consider What are your own memories of school? “They won’t remember WHAT you teach them, or HOW you teach them; but they will remember how you made them feel.”

5. Your best teacher What did your best teacher do that made you want to learn?

6. Activity one Draw a house

7. The cyclical approach Know what you want and why Expect it, model it Plan for it Recognise, Reinforce, Communicate it Know what you want and why Expect it, model it Plan for it Recognise, Reinforce, Communicate it Know what you want and why Expect it, model it Plan for it Recognise, Reinforce, Communicate it Know what you want and why Expect it, model it Plan for it Recognise, Reinforce, Communicate it

8. The 4 goals of misbehaviour Attention – shouting out, being last to the carpet, wandering, leaving the classroom. Power – refusal to comply, bullying Revenge – theft, damage. Display of inadequacy or escape by withdrawal – not working, copying, ‘can’t do it’, no PE kit.

9. The 4 goals of misbehaviour So if we feel… … the behaviour is likely to be Irritation, annoyance Attention seeking Anger, “How dare you challenge me?” Power seeking Hurt, disgust, “How could anyone do that?” Revenge seeking Frustration, hopelessness, impatience Displaying inadequacy or escape by withdrawal

10. Emotional support Children need to feel: Safe Welcome Valued Supported Motivated How will teaching and learning in your classroom enable this to happen?

11. Creating an inclusive learning environment The establishment of an inclusive learning environment needs careful planning, monitoring and evaluation of the following: Systems Routines Relationships Resources

12. Setting the scene Before a lesson consider the following: Are resources available and easily accessible? Are support staff briefed? Are visual cues available to support oral or written instructions? Are materials and tasks differentiated to meet the range of ability? Are language needs addressed? Are instructions clear and repeated in small chunks as necessary?

13. A teacher must: Set high expectations which inspire, motivate and challenge pupils Establish a safe and stimulating environment for pupils, rooted in mutual respect. Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions. Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

14. A teacher must: Manage behaviour effectively to ensure a good and safe learning environment  Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy  Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly  Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them  Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

15. So what? Have you looked at your school’s Behaviour Policy? Are there common systems in school to manage behaviour? Are there school rules? – Could you write them down? – Are they displayed? Is it just wallpaper? – Do you teach them and reinforce them? – Do you refer to them?

16. Rules We all need rules Some children come from households without them

17. Classroom Rules Rules should be: Few in number and positively phrased Few in number and positively phrased Discussed with pupils Discussed with pupils General enough to cover all classroom situations General enough to cover all classroom situations Clearly displayed and frequently referred to Clearly displayed and frequently referred to Linked to the school’s behaviour policy Linked to the school’s behaviour policy Teachable and enforceable Teachable and enforceable Reviewed regularly Reviewed regularly

18. Positive Behaviour Management What does Positive Behaviour Management look like to you? How would you evidence positive behaviour management in your classroom/setting?

19. Positive Behaviour Management Classroom / group rules (involving pupils) Established routines Using praise and rewards Keeping on task (different strategies) Behaviour reminders Timing Consequences (ladders etc) Building relationships (self esteem / team building) Staff confidence in the system (expectation of compliance)

20. Working in partnership – Outside Agency Support Inclusion Support Services Outreach Team Learning Support Service Autism Communication Team Educational Psychology Service Youth Service Educational Welfare Officers School Nurse ‘Get Real’ Team Hearing Impaired Service Visually Impaired Service CAMHS Others…

21. Other sources of information Hand outs Teachers TV - Sue Cowley Teaching Routines Y3 (see You Tube or TES website) DFE website Peter Hook Andy Vass, e.g. 7 common mistakes Bill Rogers Paul Dix