Workshop 4

Workshop 4

Decreasing Inappropriate Decreasing Inappropriate BehaviourBehaviour

Part OnePart One

Ignoring and RedirectingIgnoring and Redirecting

Key ConceptsKey Concepts

How to redirect and engage How to redirect and engage childrenchildren

How and when to ignore How and when to ignore inappropriate responses from inappropriate responses from children.children.

Using verbal and nonverbal Using verbal and nonverbal cues to re-engage childrencues to re-engage children

The importance of reminders The importance of reminders and warnings.and warnings.

The major alternatives The major alternatives before resorting to negative before resorting to negative consequences are the consequences are the strategies of ignoring, strategies of ignoring, redirecting and reminders redirecting and reminders or warnings.or warnings.

In your groups discuss the In your groups discuss the kinds of behaviours teachers kinds of behaviours teachers can ignore in the classroom.can ignore in the classroom.

Make a list down the left Make a list down the left hand side of your page.hand side of your page.

In groups:In groups:

Go back to your list of Go back to your list of behaviours you can ignore in behaviours you can ignore in the classroom and on the the classroom and on the right hand side of your page right hand side of your page write the positive opposite write the positive opposite behaviour.behaviour.

Nonverbal CuesNonverbal Cues

Identify the nonverbal cues Identify the nonverbal cues used in the next few used in the next few vignettes. Compare your list vignettes. Compare your list with that of your group with that of your group members.members.

Vignettes 7 - 11Vignettes 7 - 11

Negative Verbal RedirectNegative Verbal Redirect

Discuss with your group Discuss with your group what you might have done what you might have done differently to positively differently to positively redirect.redirect.

Vignettes 17-21Vignettes 17-21

Selective IgnoringSelective Ignoring

When would selective When would selective ignoring be effective?ignoring be effective?

Using the handout on Selective Using the handout on Selective Ignoring, discuss this question Ignoring, discuss this question with your partner and record with your partner and record your ideas. your ideas.

In your groups decide In your groups decide how you would set up a how you would set up a systematic programme to systematic programme to help a child such as this help a child such as this learn to stay in her seat?learn to stay in her seat?

Vignette 23Vignette 23

Share with your group Share with your group strategies you use to help strategies you use to help yourself stay calm when yourself stay calm when children are misbehaving children are misbehaving and disregulating.and disregulating.

Pairs for PlanningPairs for Planning HelenHelen LisaLisa LindaLinda NicolaNicola SuzSuz BridgetBridget KarenKaren ClaireClaire Jo RJo R Jo McLJo McL JenJen RosRos RuthRuth CandiceCandice PennyPenny JacJac

Next workshop date 15 June 2011Next workshop date 15 June 2011

HelenHelen [email protected]@xtra.co.nz

RoseRose [email protected]@yahoo.co.nz