Positive behaviour management. Practical ways of being a positive teacher Teaching environment – table arrangement rows or tables in groups what are the.

Positive behaviour

management

Practical ways of being a positive teacher

Teaching environment– table arrangement

rows or tables in groups

what are the uses and

disadvantages?

– displayswhat purpose(s) do they serve?

– availability of resourceswhy is this important?

– colour

Practical ways of being a positive teacher

Planning and approach to teaching

• enthusiasm for subject• energy• pace• well-planned, interesting

activities • appropriate level – build in

success

Practical ways of being a positive teacher

Teacher’s attitude to pupils

– develops a relationship with pupils

– greets the class in a positive way

– values pupils

– uses praise

– uses constructive language

– offers a positive role model

– makes effective use of verbal and non-verbal skills

– manages behaviour in a positive way

Body language

• Facial and body expression– eye contact, smile, stance,

gestures, personal space

– confident– assertive, not aggressive

• Voice– firm, clear, not shouting

Expectations

Set high expectations, but not unrealistic ones

– give clear and consistent boundaries

– establish simple routines – use rewards and sanctions in a

constructive way– explain expectations clearly – set them when you first take the

class, reiterate if necessary– are phrased in a positive way e.g.

instead of ‘ Don’t shout out’ you could say ………………………….

Rules and routines

• What rules?

• What routines?

Rewards

What are suitable rewards?

• rewards must be desirable to the students involved

• adapt reward system to suit individual pupils

• don’t forget attention and praise

• consider giving rewards more subtly

• phone call/postcard home

Rewards

• how frequently do the teachers you work with give rewards?

• which rewards work best with Y7? Y10?

• which rewards do you plan to use?

• can you think of any more unusual rewards that might work for you?

If expectations are not met– react with surprise, not anger– establish eye contact– stay calm and assertive– speak clearly and firmly– stay in control of your own behaviour –

don’t rise to the bait– reinforce what you do want– expect compliance by saying ‘I want you to

………. Thank you.’– reward a pupil who is doing what you want –

this will encourage the rest– address the primary behaviour– ignore secondary behaviour (Don’t get

sucked in)– focus on the offence, not on the offender– know when to be flexible

If conflict escalates– react with surprise, not anger– establish eye contact– stay calm and assertive– speak clearly and firmly– stay in control of your own behaviour –

don’t rise to the bait– reinforce what you do want– expect compliance by saying ‘I want you to

………. Thank you.’– reward a pupil who is doing what you want –

this will encourage the rest– address the primary behaviour– ignore secondary behaviour (Don’t get

sucked in)– focus on the offence, not on the offender– know when to be flexible

If expectations are not met

• Step 1 – tactical ignoring

• Step 2 – simple direction to student

• not across the room• use a positive statement, rather than a

negative one

• Step 3– repeat 2

– if pupil argues • don’t argue back• give a clear choice based on school

discipline procedure (Think this through ahead of the lesson)

If expectations are not met

• Step 4 – give take-up time

• Step 5 – follow up the choice made by the

student– separate pupil and audience

Sanctions

– make the sanction count– always follow through– don’t threaten what you won’t

enforce– don’t threaten to bring

someone else in– don’t bear grudges

Useful Resources

• ‘Ped. Pack’ booklets– Improving the climate for learning

– Classroom management

• Books by Bill Rogers or Sue Cowley for practical tips

• Behaviour2Learn http://www.behaviour2learn.co.uk/

Room colours from Wang and Russ, 2008 Computer Classroom Wall Colour Preference and the relationship with Personality Type of College Students