Joyce. Behaviour 4 learning the pupil who likes to be in trouble has yet to be born; good behaviour needs to be taught.

• Joyce

Behaviour 4 learning

• the pupil who likes to be in trouble has yet to be born;

• good behaviour needs to be taught.

Reflections………..

Behaviour toolkit-some ideas to start with• Know what you are doing• Be confident (believe in yourself)• Know your pupils – names, backgrounds

interests etc…• Know the school behaviour policy inside out• Know what you are about• Let them know!• Do it consistently• Body language …….

Reasons why pupils behave in a manner that is constantly challenging for you….

• In response to their environment – untidy laboratory and poor display

• Temperamental factors – they have been told science is too hard so will not try

• Needs not been met – the work is too hard or too easy –

• or that the lesson planning is not fully understood by the teacher….

• Lack of behavioural skills – they have not been taught how to behave in a practical situation

• Inconsistent response from adults – they are allowed to in Mr Y’s lesson, but not in Miss Z’s

Anecdote time

• The schoolteacher

Mock surprise at a good answer

Clap your hands

Scan the room

Thumbs up

Raise your eyebrows

Smile encouragingly

Communicate concern about off

task chatting

Laugh with them

What is Behaviour for Learning?

Most social, emotional and behavioural skills are learned.

■ relationship with themselves (how they feel about themselves and their self-confidence as a learner);

■ relationship with others (how they interact socially and academically with all others in their class and school);

■ relationship with the curriculum (how accessible they feel a lesson is, how best they think they learn).

Assertive teachers are successful because they:

• have clear expectations;• model behaviour for learning;• actively promote regular attendance;• are consistent in approach;• are able to effectively combine non-verbal

and verbal teaching skills.

• Only go as far as here….! Delete rest of slides.

People communicate

• 55% through their body language;• 38% through the tone of their voice;• 7% by the words that they use.

(O’Connor and Seymour, 1998)

• Gaining attention/encouraging Gaining attention/encouraging learninglearning

Insist on silence but….Don’t talk over themPick the right moment for quietSilence is goldenBody languageTalk, project voice but not shout…..Reward positive behaviour

Planning for B4L

• Learning objective/outcomes

• Overall lesson structure – what the children will be doing, when, for how long etc.

+• Learning behaviours the Learning behaviours the

teacher will be expecting to teacher will be expecting to see at each stagesee at each stage..

• Gaining controlGaining control

Be there before them, everything ready..

Go straight into lessonGreet at doorDeal with admin during lesson not

at the start…(register etc.) Variety of tasks etcPace appropriateRelevant work and interesting tasksVary your voice for effect

And finally….sanctions and rewards – think about what you say…..

• I’ve told you three times, if you do that again …..

• You there, what do you think you’re doing….

• What’s happening at the back there?• What’s going on behind me?• Right, now then, come on, oh come on,

will you hurry up some of you…• I’m waiting….• Stop what you are doing

• If you don’t stop I’ll…..• Stop writing, pens down, look at me!

Beyond basics…• 1999 10/99 Social Inclusion: Pupil Support• 1999 OfSTED ‘Principles into Practice’• 2000 Challenging Pupils: Enabling Access• 2001 Inclusive Schooling• 2001 The SEN Code of Practice & Toolkit• 2003 Green Paper ‘Every Child Matters’• 2003 Primary National Strategy (Including teaching Social

Emotional Behavioural Skills – SEBS)• 2003 Secondary School Improvement Strategy – Behaviour and

Attendance Strand• 2003 DfES Anti-Bullying Strategy• 2004 DfES Every Child Matters: Change for Children• 2004 DfES Removing Barriers to Achievement (National SEN

Strategy)• 2004 DoH Promoting emotional health and wellbeing• 2005 OfSTED Managing Challenging Behaviour

• A ‘Behaviour for learning’ approach is positive. It helps pupils understand the behavioural, social and emotional skills they need, what the teacher wants them to do and why this will help them to learn (rather than focussing on unwanted behaviours).

• It puts a value on positive behaviours, which enable and maximise learning, thus reinforcing the development of both social, emotional and behavioural skills (SEBS) and the social and emotional aspects of learning (SEALS) .

• Depending on the pupils, effective behaviour for learning can range from high level listening or collaborative learning skills to remaining seated for two minutes. As with other aspects of behaviour, the emphasis is upon setting targets that are achievable.

• The concept is one which is relevant to all pupils, irrespective of their stage of development and is a key element in promoting educational inclusion.

ReferencesReferencesforClassroom Management• Discipline in Schools; The Elton Report (1989) London, HMSO• Getting the buggers to Behave 2 Rev Ed: Cowley, Sue (2002) Continuum

International Publishing Group Ltd. ISBN: 0826465005• Anything by Bill Rogers• http://www.teachernet.gov.uk/supplyteachers/detail.cfm?&vid=4&cid=17&

sid=107&ssid=4030501&opt=0 (Summary of main findings of Elton Report)

• http://www.standards.dfes.gov.uk/keystage3/respub/sec_pptl0• The Pedagogy & Practice Pack. :• http://www.dfes.gov.uk/ibis/index.cfm Improving behaviour in schools

website• http://www.behaviour4learning.ac.uk/ Behaviour for Learning website• http://www.behaviour4learning.com/• Link to related websites• http://www.teachers.tv/behaviourmatters Teachers’ TVSee also Assertive Discipline• www.derby.ac.uk/telmie/private/plymouth/socemassdisc.htm • www.adprima.com/assertive.htm• http://maxweber.hunter.cuny.edu/pub/eres/EDSPC715_MCINTYRE/

AssertiveDiscipline.html

References • Brekelmans, M., Wubbels, T. and Levy, J. (1993) ‘Student

performance,attitudes, instructional strategies and teacher-communication style’. In T.

• Wubbels and J. Levy (eds) Do you know what you look like? – interpersonal relationships in education. Falmer Press. ISBN: 0750702176.

• Cameron, J. and Pierce, W. D. (1994) ‘Reinforcement, reward and intrinsic motivation: a meta-analysis’. Review of Educational Research 64, 363–423.

• Fielding, M. and Bragg, S. (2003) Students as researchers – making a difference. Pearson Publishing. ISBN: 185749847X.

• Hughes, M. (1999) Closing the Learning Gap. Network Educational Press. ISBN: 1855390515.

• Hughes, M. and Vass, A. (2001) Strategies for Closing the Learning Gap Network Educational Press. ISBN: 1855390752.

• Kohn, A. (1993) ‘Why incentive plans cannot work’. Harvard Business Review 71, 54–63.

• Morine-Dershimer, G. (1982) ‘Pupil perceptions of teacher praise’. Elementary School Journal 82, 421–434.

• Muijs, D. and Reynolds, D. (2001) Effective teaching: evidence and practice.

References • Sage (Paul Chapman). ISBN: 0769968814.• • Neil, S. and Caswell, C. (1993) Body language for competent teachers.• Routledge. ISBN: 0415066603.• • Ruddick, J., Chaplain, R. and Wallace, G. (1996) School improvement: what• can pupils tell us? David Fulton. ISBN: 1853463930.• • Smith, A. (1996) Accelerated Learning in the Classroom. Network Educational• Press. ISBN 1855930345.• • Smith, A. Lovatt, M. and Wise, D. (2003) Accelerated Learning: A User’s Guide.• Network Educational Press. ISBN: 1855391503.• • Van Overwalle, F. and De Metsenaere, M. (1990) ‘The effects of attributionbased• intervention and study strategy training on academic achievement in• college freshmen’. British Journal of Educational Psychology 60, 229–311.• • Wiersma, U. J. C. (1992) ‘The effects of extrinsic reward on intrinsic motivation:• a meta-analysis’. Journal of Occupational and Organisational Psychology 65,• 101–114.• • Wragg, E. C. (ed) (1984) Classroom teaching skills. Routledge. ISBN:• 0415039398.• 23