8 PRINCIPLES FOR PROMOTING POSITIVE BEHAVIOUR IN THE CLASSROOM

SDPI SUMMER SCHOOLJUNE 22ND 2010

MARY BLACK, NBSS

What is Disruptive Behaviour?_________________________

“ a school’s intrinsic role is to provide teaching and promote learning for it’s student body. Consequently, any event or incident that frustrates this process can be characterised as disruptive behaviour.”

School Matters 2006

The Nature of Disruption________________________

Non-stop talking Coming late to class Failure to bring materials Challenging authority Ignoring the teacher Refusal to follow instruction Inappropriate language Making noise Rummaging in bags Taunting others Slagging Eating and chewing gum Cyber bullying

What is the Impact?

Behaviour leading teaching and choice of methodology

Lack of connection to the central function of learning

Reactive instead of proactive Well behaved students are disengaging Teacher stress and loss Teacher isolation and deskilling Student life choices and opportunities are

compromised

NBSS Support

“Effective teachers influence and manage the choices children make about their behaviour” ( Hook and Vass,2004)

What is a Positive Approach?_____________________________

An emphasis on positive statements Teaching students the social skills

they need to be successful Re-directing the students towards

desired behaviour A reward system in place

“Where good behaviour is reinforced and acknowledged, it is more likely that it will become internalised. Public acknowledgement of positive student behaviour also helps to promote a sense of community within a school.”

“School Matters: The report of the Task Force on Student Behaviour in Second Level Schools” (2006) p.75

“Whatever incentives teachers use it is essential that our characteristic teaching practice includes the principles of supportive and descriptive feedback and encouragement to our students regarding their effort, their goodwill, their contribution, and their thoughtful and cooperative behaviour; even if they are supposed to be doing that anyway! Like us, students benefit from – and even look for – acknowledgement and affirmation ”

“Class Room Behaviour” – Rogers, B.(2000)

Routines

Consistency Predictability – Students like to know the routine and

the consequences “The outstanding teacher communicates high

expectations and then teaches procedures to facilitate them.” (www.MarvinMarshall.com, 2002)

Routines and procedures around : Entry to class Registration Asking permission Organisation of equipment Change of activity Signals for gaining attention Exit

Planning for Positive Interventions

____________________________

8 Core Principles

The following principles are taken from the work of Peter Hook and Andy Vass

8.Reconnect and repair

relationship

7.Follow up on issues that count

6.Model the behaviour you want 5.Actively build

trust and support

4.Focus on primary

behaviour

3.Language of choice

2.Separate the behaviour from student

1.Plan for good

behaviour

8 Principles Vass and Hook

04

8 Principles______________________

1. Plan for good behaviour• Prevention strategies

Curriculum – organisation – inter personal

2. Separate the inappropriate behaviour from the student

8 Principles_______________________

3. Use the language of choice

4. Focus on primary behaviours

5. Actively build trust and support

8 Principles_____________________

6. Model the behaviour that you wish to see

7. Follow up on issues that count

8. Re-connect and repair the relationship

Battle Zone or Learning Zone

Tim O’Brien 1998

Initiating Statements

Initiating statements teach good behaviour by naming what you want from the student “Pauline, face forward and listen. Thank

you.” “John, I want you to lower your voice so

we can talk. Thank you”

When things escalate…

Remember… You are in an escalating situation when you are:- Answering pointless questions- Starting to argue- Trying to persuade- Justifying your requests- Explaining things over and over- Using an aggressive tone of voice- Changing your requirements- Making exceptions- Completing the work for them

Some useful strategies…

Flip the Script

“David, let me see if I understand what you are saying… Number one… Two… Three… Is that right? I cant do anything about that now

but…”

Alpha Commands

Give specific instructions with no more than 2 directions “David, I want you to face forward and

start question one.” Give clear and direct instructions. Allow take-up time

Broken Record Technique

Keep repeating the same message in a calm voice

Identify the goal and make a clear statement.

Pepper the broken record technique with empathy! “I know that you are frustrated but I

need you to calm down before we can talk.”

“The most important motivator is the teacher and his/her belief in the child” Rogers, (2000)

Thank You!