Behaviour for Learning What Why How Keith Naunton

Behaviour for Learning – What? Why? How? Keith Naunton

Why is Behaviour that Encourages Learning Important? • Ofsted findings indicate that low-level disruptive behaviour in the classroom is causing students to miss out on 38 days of teaching a year (conservative estimate). • A third of school leaders recently surveyed thought that newly qualified teachers were not well prepared for working in a school. Almost three-quarters (73 per cent) said this was because of a lack of classroom management skills. The Carter review of initial teacher training 2015

BEHAVIOUR FOR LEARNING A Question to consider - WHAT IS BEHAVIOUR FOR LEARNING?

BEHAVIOUR FOR LEARNING Another question to consider: CHILDREN COME TO SCHOOL BECAUSE? ?

BEHAVIOUR FOR LEARNING WORKING WITH CHALLENGING CHILDREN CAN BE DIFFICULT AND EMOTIONALLY DRAINING. MUCH CAN BE DONE TO TURN THE NEGATIVES INTO POSITIVES. YOU HAVE TO BELIEVE!

BEHAVIOUR FOR LEARNING WE ARE TOLD THAT POSSIBLE BEHAVIOUR ISSUES CAN BE SOLVED BY WELL-PLANNED, STIMULATING LESSONS THAT ENGAGE STUDENTS. THIS IS CORRECT - HOWEVER……. . ! THERE IS SO MUCH MORE TO POSITIVE ENGAGEMENT THAN OCCUPYING CHILDREN’S MINDS IN AN EFFORT TO MAKE THEM BEHAVE.

Behaviour for Learning

Three Core Principles – (The 3 R’s of Behaviour for Learning) 1. Routines • Classroom routines as a fundamental source of high expectation, a scaffold for conduct, and a community vision of optimal habits and behaviours.

The 3 R’s of Behaviour for Learning 2. Responses: v Strategies and interventions for de-escalating confrontation, resolving conflict, redirecting unproductive (or destructive) behaviours, and reacting to antisocial behaviour in a just, productive and proportional way. These include formal interventions (for example: consequences described by the school behaviour policy) and informal ones (for example: verbal/ non-verbal cues, body language). NB How we use these interventions are key to ensuring successful Behaviour for Learning in the classroom. v

The 3 R’s of Behaviour for Learning 3. Relationships: v Regulating one’s own emotional state; understanding personal triggers in one’s own behaviour, expectations or reactions. v How special educational needs and disability (SEND) affects behaviour. Understanding for example: attention deficit hyperactivity disorder (ADHD), autistic spectrum disorders including, Asperger’s, dyslexia etc. v The basic psychology of: motivation; long and short term memory; concentration; learning; cognitive load, spacing and interleaving; group dynamics.

The 3 R’s of Behaviour for Learning Relationships: Do all teachers sometimes face real challenges working with classes or individual pupils? Of course Can we influence the behaviour or do we just have to accept the status quo?

The 3 R’s of Behaviour for Learning Relationships: • Is there is such a thing as the more challenging / complex class? Of course Can we influence the behaviour or do we just have to accept the status quo?

The 3 R’s of Behaviour for Learning Relationships: • Despite all of our best efforts/intentions things sometimes do not go as well as we planned! Although difficult the worse thing you can do is panic, resorting to fight/flight – Try to stay calm!

The 3 R’s of Behaviour for Learning Relationships: Why do we do the things we do? Why do we react in the way we do? Why do some things upset us more than others? Why do some things make one person angry but not another? So many why’s! What makes us who we are? ? ? ?

THE 3 R’S OF BEHAVIOUR FOR LEARNING Relationships: The journey started some time ago – A long time ago for some of us! Nature or Nurture? ? ?

The 3 R’s of Behaviour for Learning Relationships: • If we take challenging behaviour personally it can cause a lot of stress and worry. • Your behaviour does influence acting out behaviour - positively or negatively. • There are many reasons for children to exhibit behaviour that is not conducive to learning, these are just some examples:

Home or peer pressure re inforce the behaviour They have a low tolerance for frustration They lack basic academic or co gnitive skills They are mimicking the actions of oth ers They feel their dignity i They are probing boundaries They desire attention They want revenge s threatened There is an underlying emotional, physical, psychological, or There exists peer pressure or learning disorder the need for group belonging They have a strong curiosity or i They are bored or frustrated nterest in something They lack self-control (they are They have an egocentric impulsive) personality They have difficulty handling They desire power disagreements They have an emotional reaction to something that has happened outside the classroom.

THE 3 R’S OF BEHAVIOUR FOR LEARNING Relationships: An understanding of what is causing the issue and how to solve it is key to preventing repetition.

The 3 R’s of Behaviour for Learning Relationships: Very important to recognise what you do and do not have control over. You MUST recognise that your behaviour is the only behaviour that you can control – sometimes!

THE 3 R’S OF BEHAVIOUR FOR LEARNING Relationships: To support progress both intellectually and emotionally is one of the most satisfying elements of our role and does change lives –

The 3 R’s of Behaviour for Learning 1. Routines Classroom routines are critical for ensuring Behaviour for Learning. Remember: Routines as a fundamental source of high expectation, a scaffold for conduct, and a community vision of optimal habits and behaviours.

THE 3 R’S OF BEHAVIOUR FOR LEARNING Routines: Three Critical Words beginning with ‘C’ Confidence Communication And last but definitely not least - Consistency

THE 3 R’S OF BEHAVIOUR FOR LEARNING ROUTINES: PLANNING ð Do we plan for challenging behaviour. (Even though we know that it is inevitable!) ð Having a toolbox of progressive strategies ready has immense advantages.

THE 3 R’S OF BEHAVIOUR FOR LEARNING Routines: J Makes us decisive - we have already done thinking. J Helps us to monitor our consistency of approach. PLANNING: J Encourages us to consider individual and group behaviours. J Raises our confidence in dealing with disruptions.

THE 3 R’S OF BEHAVIOUR FOR LEARNING Responses Strategies and interventions for: v De-escalating confrontation. v Resolving conflict. v Redirecting unproductive (or destructive) behaviours. v Reacting to antisocial behaviour in a just, productive and proportional way. These include formal interventions (for example: consequences described by the school behaviour policy) and informal ones (for example: verbal/ non-verbal cues, body language).

THE 3 R’S OF BEHAVIOUR FOR LEARNING Responses: GIVING CHILDREN CHOICES Focus on behaviour Give likely consequences Choice allows the pupil a feeling of control

THE 3 R’S OF BEHAVIOUR FOR LEARNING Responses: ISOLATING DISRUPTIVE/POWER SEEKING/NEEDING PUPILS • Typical reaction – ‘You can’t make me’. • AGREE, BUT!

THE 3 R’S OF BEHAVIOUR FOR LEARNING Responses: DISTINGUISH BETWEEN THE PERSON AND THE BEHAVIOUR THEY PRESENT Describe what needs to change. Explain why it needs to change.

THE 3 R’S OF BEHAVIOUR FOR LEARNING Responses: What not Why! To illicit change WHAT questions are MASSIVELY more effective than WHY : v WHAT questions encourage reflection. v WHAT questions place responsibility for feedback on the pupil.

THE 3 R’S OF BEHAVIOUR FOR LEARNING Responses: PARTIAL AGREEMENT Acknowledging a point of view, regardless of whether we agree with it, can save unnecessary disputes. “It weren’t me!” “Maybe not but what should you be doing? ”

THE 3 RS OF THE BEHAVIOUR CURRICULUM Responses: WHAT ARE YOU DOING? ‘NUFFINK!’ ª What should you be doing? ª Don’t know. ª Would you like me to help you?

THE 3 R’S OF BEHAVIOUR FOR LEARNING Relationships: Effective Communication is Critical • Research proves approximately 85% percent of our success in life is directly attributable to communication skills. • No matter how ambitious, how committed, or how highly educated someone is, they still have a low probability of success unless they develop the right communication skills

THE 3 R’S OF BEHAVIOUR FOR LEARNING Relationships: Non verbal communication. . . Integral element of communication. Conveys Read feeling. instantly. Essential to convey positive cues if we want positive responses.

THE 3 R’S OF BEHAVIOUR FOR LEARNING Relationships: NON VERBAL COMMUNICATION. . . SILENT SIGNALS ü Communicate directions ü Are discrete ü Do not need to involve the whole class Are extremely effective!

THE 3 R’S OF BEHAVIOUR FOR LEARNING Relationships: ORAL COMMUNICATION. . . Ø What we say is dramatically effected by how we say it.

THE 3 R’S OF BEHAVIOUR FOR LEARNING Relationships: ORAL COMMUNICATION. . . Directions yelled or shouted will always. . É Be construed as aggressive. É Encourage pupils to shout back. É Lead to escalations. É Damage relationships

THE 3 R’S OF BEHAVIOUR FOR LEARNING Relationships: ORAL COMMUNICATION. . . Ø Using a calm, confident, nonthreatening tone is essential to convey to pupils that we are calm and confident (even though we may not feel it!).

THE 3 R’S OF BEHAVIOUR FOR LEARNING Relationships: ORAL COMMUNICATION. . . A pleading tone implies that: D We don’t expect cooperation D We lack confidence D We are not in control

THE 3 R’S OF BEHAVIOUR FOR LEARNING Relationships: ORAL COMMUNICATION. . . Always try to: • Speak with eye contact • Be brief • Be clear • Be expectant • Avoid discussion • Repeat statement

THE 3 RS OF THE BEHAVIOUR CURRICULUM Relationships: ORAL COMMUNICATION. . . Always finish with Thanks! Nothing wrong with please but always end with thanks.

THE 3 R’S OF BEHAVIOUR FOR LEARNING Responses: STRATEGIC MONITORING What is the primary reason for children to engage in acting out behaviour? ATTENTION! Only reward positive behaviour – not negative!

THE 3 R’S OF BEHAVIOUR FOR LEARNING Responses: STRATEGIC MONITORING POINTS TO REMEMBER: Continually SCAN the room Monitor disruption without looking directly at the disrupter. Have your response ready if you need / decide to intervene. ACKNOWLEDGE any positive changes in pupil behaviour. Expect the unexpected

THE 3 R’S OF BEHAVIOUR FOR LEARNING Responses: PRIMARY / SECONDARY BEHAVIOUR I’m not going to let him get away with it!! Although it’s hard to refrain from reacting to secondary behaviour, it will nearly always result in confrontation!

THE 3 R’S OF BEHAVIOUR FOR LEARNING Responses: Seriously disruptive or dangerous behaviour cannot be ignored! Swift decisive action is needed – “What are you doing? ” – Assertive Voice. In really serious situations – say “Stop!” very loudly and assertively!

THE 3 R’S OF BEHAVIOUR FOR LEARNING Responses: NAME, PAUSE, DIRECTION Ø Use a name - if possible! Ø PAUSE - full attention, eye contact. Ø Give clear, simple DIRECTION. Ø Finish with -THANKS - expect compliance, and give take up time.

THE 3 R’S OF BEHAVIOUR FOR LEARNING Responses: WHEN …. THEN When we have, then we can … (Avoid no and can’t. ) Great for impatient pupils who rush work and do not complete tasks.

THE 3 R’S OF BEHAVIOUR FOR LEARNING Responses: RE-STATING VIA THE RULES ‘Don’t use Don’t! Or stop, no, can’t……! - It focuses on the negative. - It provides a Challenge for ‘Power Seeker / Needers

THE 3 R’S OF BEHAVIOUR FOR LEARNING Encourage a positive learning environment By: ü Showing respect ü Avoiding publicity ü Looking for a compromise ü Avoiding threatening behaviour ü Giving choices

THE 3 R’S OF BEHAVIOUR FOR LEARNING

THE 3 R’S OF BEHAVIOUR FOR LEARNING Something to consider! Children who are loved are able to come to school to learn, children who aren’t come to school to be loved.

THE 3 R’S OF BEHAVIOUR FOR LEARNING And finally! The Children who need the most love ask for it in the most unloving ways!!!!

Thank you so much for listening and your contributions.