1. Primary National Strategy Behaviour in the classroom: a course for newly qualified teachers © Crown copyright 2004

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3. © Crown copyright 2004 Session One: Creating a positive classroom context

4. © Crown copyright 2004 Aims of the session Session One will explore: focusing on the positive a framework for implementing expectations (the 4 Rs) a solution-focused approach to tackling behaviour problems being a proactive teacher and will introduce: a proactive checklist for positive behaviour management OHT 1.1

5. © Crown copyright 2004 In effective classrooms: There is a shared understanding of what constitutes ‘good ’behaviour There is regular teaching and reinforcement of social behaviour and behaviour that maximises learning There is a behaviour framework in place which sets out clear expectations There is an emphasis on belonging and social responsibility There is an emphasis on building good relationships between adults and children, and between children themselves OHT 1.2

6. © Crown copyright 2004 The 4 Rs RightsResponsibilities RulesChoices Routines OHT 1.3 Negative consequences Inevitability Positive consequences

7. © Crown copyright 2004 Exception finding Changing the view of the problem Identifying successful moments Identifying times when the problem is less severe, less frequent, less long-lasting OHT 1.4 ‘If you keep on doing what you’re doing, you’ll keep on getting what you’re getting.’

8. © Crown copyright 2004 We have covered: the importance of focusing on the positive what makes an ‘effective classroom’ a framework for developing positive behaviour (the 4 Rs) teachers’ and children’s rights and responsibilities using exception finding to promote positive behaviour OHT 1.5

9. © Crown copyright 2004 Session Two: Setting expectations

10. © Crown copyright 2004 Aims of the session Session Two will explore: how expectations about behaviour are set using expectations in the classroom a solution-focused strategy for developing expectations how to change and develop expectations creating a positive learning environment: –physical –emotional and will continue to build on: a proactive checklist for positive behaviour management OHT 2.1

11. © Crown copyright 2004 Why are expectations important? Children and adults need to know what is expected of them if they are to be successful Clarifying expectations helps to create a positive atmosphere by emphasising what is wanted and valued Stating specific expectations offers a framework for explicitly identifying the behaviours you need to teach so that all children have the opportunity to succeed OHT 2.2

12. © Crown copyright 2004 Expectations are set Children’s response impacts on teacher OHT 2.3 TeacherChildren

13. © Crown copyright 2004 A solution-focused strategy for developing expectations in my classroom I feel I have not helped children understand my expectations about their behaviour for learning at all OHT 2.4 010 I feel I have helped children understand my expectations about their behaviour for learning very successfully

14. © Crown copyright 2004 Setting and changing expectations Explicit description of the behaviour you require Clarity: use precise language Involvement of children Involve support from colleagues as necessary OHT 2.5

15. © Crown copyright 2004 Reviewing expectations Consider how you will monitor the success of your expectations How frequently will you review what is happening in the classroom? How will you involve the children and others? How will you celebrate success? How will you deal with any revisions? OHT 2.6

16. © Crown copyright 2004 Classroom organisation for positive behaviour: physical OHT 2.7

17. © Crown copyright 2004 Classroom organisation for positive behaviour: emotional Children need to feel: safe welcome valued supported motivated OHT 2.8

18. © Crown copyright 2004 We have considered: setting and reviewing expectations for a teaching session why we need expectations how to set effective expectations the use of rating scales as a solution-focused tool for promoting change how to change or refine expectations the advantages of specific classroom layouts the relationship between the emotional environment and the achievement of high expectations OHT 2.9

19. © Crown copyright 2004 Session Three: Teaching positive behaviour and responding to inappropriate behaviour

20. © Crown copyright 2004 Aims of the session Session Three will explore: why we need to teach positive behaviour how to teach behaviour 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 OHT 3.1

21. © Crown copyright 2004 ‘Behaviour can be an area where we expect so much and teach so little’ Galvin, Miller and Nash, 1999 OHT 3.2

22. © Crown copyright 2004 Teaching behaviour Teach the behaviours which will enable children to meet the stated expectations 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 OHT 3.3

23. © Crown copyright 2004 Teaching behaviour Ask the class to remind each other of the rights and responsibilities children and adults have in the classroom 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 continued... OHT 3.4

24. © Crown copyright 2004 Teaching behaviour continued.... 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 OHT 3.4

25. © Crown copyright 2004 Preferred futures 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 OHT 3.5

26. © Crown copyright 2004 Guidelines for responding Low-level, unobtrusive interventions Choice and consequences Hierarchy of consequences Certainty not severity OHT 3.6

27. © Crown copyright 2004 Least to most intrusive interventions Non-verbal messages Tactical or planned ignoring Description of reality Simple direction Rule reminder Question and feedback Blocking or assertive statements Choices and consequences Exit procedures OHT 3.7

28. © Crown copyright 2004 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 OHT 3.8

29. © Crown copyright 2004 Session Four: Learning behaviours and lesson structures

30. © Crown copyright 2004 Aims of the session Session Four will explore: the concept of learning behaviours how to increase the likelihood of learning behaviours occurring how lesson structure can reinforce learning behaviours a solution-focused strategy for tackling behaviour problems and will build on: a proactive checklist for positive behaviour management OHT 4.1

31. © Crown copyright 2004 Children’s social, emotional andLEARNING behavioural skills OHT 4.2

32. © Crown copyright 2004 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 OHT 4.3

33. © Crown copyright 2004 Inside classrooms Unique complexity Busy places Public places Events are multi-dimensional Events are simultaneous Events have a high level of unpredictability Watkins,1997 OHT 4.4

34. © Crown copyright 2004 Increasing the likelihood of learning behaviour STRUCTURE/INTERVENTION Under the control of the teacher OHT 4.5 More likely to see or show learning behaviour Less likely to see or show learning behaviour

35. © Crown copyright 2004 Our structures need to address Motivation Well-being Expectations OHT 4.6

36. © Crown copyright 2004 A diagrammatic plan Starter Whole-class learning X min equipment Task 1Mini- Y minTask 2plenary Plenary OHT 4.7 Behaviour Sharing space Hands up Listening to each other Cooperating in a group Waiting turn Sharing space Listening to each other * * * } }

37. © Crown copyright 2004 Seeing the ‘big picture’ The time line – breaking it up Time limits Targets and consequences Discrete pieces of work Discrete behaviour Showing children the progress they are making in behaviour as well as in learning OHT 4.8

38. © Crown copyright 2004 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 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 OHT 4.9

39. © Crown copyright 2004 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 how lesson structure can reinforce learning behaviours a solution-focused strategy for managing behaviour OHT 4.10

40. © Crown copyright 2004 Session Five: Building positive relationships

41. © Crown copyright 2004 Aims of the session Session Five will explore: how we develop positive relationships with children the use of praise in developing and maintaining positive relationships why it is more difficult to build and maintain positive relationships with some children than with others solution-focused strategies for proactive behaviour management and will build on: a proactive checklist for positive behaviour management OHT 5.1

42. © Crown copyright 2004 Relationships The key to promoting positive behaviour Three main difficulties: Large numbers of children with whom teachers have to develop relationships Multiple role of the teacher Some children are actively suspicious and anti-relationships OHT 5.2

43. © Crown copyright 2004 Relationships You need to have a positive relationship Relationships develop naturally They can be positive or negative Maintenance may come naturally May need to be planned Relationships take time Involve others – staff, parents/carers, etc. Keep a healthy ‘bank balance’ OHT 5.3

44. © Crown copyright 2004 The relationship bank OHT 5.4 Black Red

45. © Crown copyright 2004 The relationship bank OHT 5.5 Black Red

46. © Crown copyright 2004 Tips on using praise Aim for a ratio of 8:1 Start the lesson by praising specific things from last session Be genuine Make praise specific – relate to the 4 Rs Choose carefully when to give it Praise what matters to children as well as what matters to you continued... OHT 5.6

47. © Crown copyright 2004 Tips on using praise continued... Keep going even if children do not acknowledge your praise – it works on the inside Don’t ‘qualify’ praise Acknowledge any effort the child has made – praise is a consequence of that effort See the child individually and tell them what you observed A quick positive note or phone call home can work wonders OHT 5.6

48. © Crown copyright 2004 Why is it more difficult to build and maintain positive relationships with some children than with others? What separates them out in terms of: their behaviour towards you their behaviour towards peers their attention span their academic success how they feel about themselves their support from home their ability to do what they promised? OHT 5.7

49. © Crown copyright 2004 Our own feelings Annoyed Angry, provoked Hurt Defeated, discouraged OHT 5.8

50. © Crown copyright 2004 In this session we have: considered the importance of positive relationships 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 OHT 5.9