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

PrimaryNational Strategy

Behaviour in the classroom: a course for newly qualified teachers

© Crown copyright 2004


The content of this presentation may be reproduced free of charge by schools and local education authorities provided that the material is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context. Anyone else wishing to reuse part or all of the content of this publication should apply to HMSO for a core licence.

The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party.

Applications to reproduce the material from this publication should be addressed to:

HMSO, The Licensing Division, St Clements House, 2–16 Colegate, Norwich NR3 1BQFax: 01603 723000e-mail: [email protected]

Crown copyright statement


Session One:

Creating a positive classroom context


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


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


The 4 Rs

Rights Responsibilities

Rules Choices

Routines

OHT 1.3

Negativeconsequences

Inevitability

Positiveconsequences


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.’


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


Session Two:

Setting expectations


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:


OHT 2.1


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


Expectations are set

Children’s response

impacts on teacher

OHT 2.3

Teacher Children


A solution-focused strategy for developingexpectations in my classroom

I feel I have not helped children understand my expectations about their behaviour for learning at all

OHT 2.4

0 10

I feel I have helped children understand my expectations about their behaviour for learning very successfully


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


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


Classroom organisation for positive behaviour: physical

OHT 2.7


Classroom organisation for positive behaviour: emotional

Children need to feel:

• safe

• welcome

• valued

• supported

• motivated

OHT 2.8


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


Session Three:

Teaching positive behaviourand responding to

inappropriate behaviour


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:


OHT 3.1


‘Behaviour can be an area where we expect so much and teach so little’

Galvin, Miller and Nash, 1999

OHT 3.2


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


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, practicecontinued...

OHT 3.4


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


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


Guidelines for responding

• Low-level, unobtrusive interventions

• Choice and consequences

• Hierarchy of consequences

• Certainty not severity

OHT 3.6


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


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


Session Four:

Learning behaviours and lesson structures


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:


OHT 4.1


Children’s social, emotional and LEARNING behavioural skills

OHT 4.2


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


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


Increasing the likelihood of learning behaviour

STRUCTURE/INTERVENTION

Under the control of the teacher

OHT 4.5

More likelyto see or show

learning behaviour

Less likelyto see or showlearning behaviour


Our structures need to address

• Motivation

• Well-being

• Expectations

OHT 4.6


A diagrammatic plan

Starter

Whole-class learning

X min

equipment

Task 1 Mini-

Y min Task 2 plenary

Plenary

OHT 4.7

Behaviour

Sharing space

Hands up

Listening to each other

Cooperatingin a group

Waiting turn Sharing spaceListening to each other

*

*

*

}

}


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


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


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


Session Five:

Building positive relationships


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:


OHT 5.1


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 andanti-relationships

OHT 5.2


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


The relationship bank

OHT 5.4

Black

Red


The relationship bank

OHT 5.5

Black

Red


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


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


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


Our own feelings

• Annoyed

• Angry, provoked

• Hurt

• Defeated, discouraged

OHT 5.8


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

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

Documents

crown copyright statement

positive behaviour oht

behaviour framework

good behaviour

session session

clear expectations

expectations important

tackling behaviour problems