EV402 Session 9 - Creating a classroom culture to support positive behaviour

CREATING A CLASSROOM CULTURE TO SUPPORT POSITIVE BEHAVIOUR

To understand the links between teaching, learning and behaviour

To identify some of the key components of a positive learning environment

To explore positive behaviour management strategies

LEARNING INTENTIONS

PROFESSIONAL STANDARDSManage 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 acccordance 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

READING FROM LAST WEEKFocus: Classroom organisation and management in the primary classroom

Reading:

Hayes, D. (2006), ‘A Purposeful Learning Environment’ in Inspiring Primary Teaching, Exeter: Learning Matters Ltd.  

Kyriacou, C. (2010) ‘How Should We Teach?’ in Arthur, J. & Davies, I. (Eds) The Routledge Education Studies Textbook, Abingdon: Routledge

Questions:

What have you read about classroom organisation and management that you think you would like to try during your first placement?

BEHAVIOUR FOR LEARNING

‘behaviour for learning’

‘behaviour management’

Discuss these terms.

How are they different? The same?

Which do you prefer? Why?

‘The implication of an emphasis on behaviour management is that there is a

discrete set of skills that can be learned by the teacher. This identification of a set of skills that can be learned is not in itself a

problem. The problematic element is when these skills are seen as distinct from the

teacher’s role in promoting learning.’

Ellis and Tod 2009:46.

What do you think?

What do we mean by good behaviour?

Should we use rewards or are they a form of bribery?

What about sanctions? Are these threats?

SHOULD WE TEACH CHILDREN HOW TO BEHAVE?

‘The Review strongly supports (Steer’s) view . . . that ‘the quality of teaching, learning and behaviour are inseparable’ and the principle that the management of behaviour and the management of learning should be aligned and consistent’

(Alexander, 2010, p496)

“they liked consistency rather than moodiness, fair but firm discipline, not shouting or nagging”

“Teachers who shouted, or who were perceived as unfair or unpredictable, made children anxious”

A good teacher should…

…know everyone’s names.

(Alexander 2010 p148)

EFFECTIVE CLASSROOM MANAGEMENT

Well-managed classrooms:

• encourage respect and develop positive relationships• have well-planned lessons • begin the year with a set of rules and routines which are understood by all children • have agreed rewards and positive reinforcements • have a selection of options for dealing with disciplinary problems • make use of their physical space

EFFECTIVE CLASSROOM MANAGEMENT

“If you keep doing what you’re doing, you’ll keep getting what

you’re getting”

It is necessary for you as the teacher to work out why particular behaviours are happening otherwise you’re just going to get more of the same – so ASSESSMENT OF NEEDS is vital if alternative strategies are to be sought

What might happen if we don’t get our ‘needs’ met?

• We feel frustrated• We don’t feel listened to• We don’t feel part of anything• We feel isolated• We feel invisible• We feel angry (with ourselves and others)• We behave in ways that demand they be met• Any others?

• Behaviour can change

• Behaviour has a function

• What we do affects what children do

BEHAVIOUR MANAGEMENT STRATEGIES

In groups of 3:

• Critique your behaviour management strategy

• What are the benefits?

• What are the drawbacks?

School behaviour policies

Why do schools have a behaviour policy?

What might/should it contain?

How might a policy help you to deal with:

The behaviour of the whole class?

The resolution of conflict between children?

How will you support the development of positive behaviour in your class?

POSITIVE BEHAVIOUR MANAGEMENT IN ACTION

KNOW YOURSELF, YOUR TRIGGERS AND YOUR OWN EMOTIONAL RESPONSE AND RESILIENCE

TOLERATION TASK

SCENARIOS TO EXPLORE

1. During a whole class carpet discussion, 2 girls begin to plait one another's hair. In doing so they opt out of the activity and begin to distract other children who start to join in. An outbreak of hairdressing is about to occur.

2. There is a phantom whistler in the room. Each time you look up, it stops.

3. You ask the children to stop what they are doing mid lesson and several continue with their work. Everything begins to feel wobbly the more you ask. You feel like you are losing control.

4. A child repeatedly tells you ‘I don’t want to...I don’t care.’

5. There is a squabble over lego. One child hits another. You reproach both children and encourage them to work together without quarrelling. As soon as your back is turned, the hitter strikes again.

6. A child consistently 'avoids' getting started by going to the toilet, sharpening pencils, finding his book etc

7. There is a child in your class who seems constantly to push the boundaries.

8. There is a lunchtime argument over football and the bad mood is brought into the classroom.

SO….

What can you do as a student teacher, to make the children want to come back to school tomorrow?!

What strategies will you use?

Make a list of eight!

REFLECTIONS ON SEMESTER 1

Inclusive practice

Landscape of education – history and changes

Theories of education

Classroom organisation

Observing children’s learning

Approaches to teaching

and learning

Play and exploration

Assessment

Classroom management

and behaviour for

learning

REFLECTION

‘Reflection has the power to change something that we might not fully understand or have control and influence over into

something with more personal clarity, coherence and meaning.’ Ghaye, 2011:90

Use the power of reflection to underpin your learning from Semester 1!

OVER CHRISTMASPlease read the policy document that you have been allocated. These documents can be found on the EV402 reading list. They are listed as the ‘key’ readings in the policy section. Please read the notes for each of these documents as you may not need to read the entire document.

1. Draft Special Educational Needs Code of Practice (consultation ends 9th December)

2. The Development Matters in the Early Years Foundation Stage

3. Statutory Framework for the Early Years Foundation Stage 2012 : The Department for Education

4. Statutory Framework for the Early Years Foundation Stage 2012 : The Department for Education

USE THE FOLLOWING QUESTIONS TO SHAPE YOUR READING OF THE POLICY DOCUMENT

1. Who is this for?

2. What are the aims?

3. Think of 5 ways it could impact on your work in placement 1

4. What 3 questions does it raise?