Behaviour Management Geoff Petty Sue Cowley Behaviour can

Behaviour Management Geoff Petty Sue Cowley

Behaviour can become a concern • As NQTs we are not always taught explicitly how to do certain things… • Writing on the whiteboard is harder than it seems! • CPD is YOUR responsibility • Some things are left to our own discretion • Behaviour management is subject to your own prerogative

‘Set the scene’ • How you exhibit yourself is crucial to the students • Setting the scene in the first 5 minutes is the most vital part of the lesson • An introduction can help build rapport

Firefighting! • • • Petty (1993, p 110)argues that 1 -find the REAL problem 2 -agree a solution 3 -set a target 4 -follow up with an evaluation • ‘nip it in the bud’-preventative action

Cowley’s Seven C’s of Behaviour Management • Cowley, S. (2006) Getting the Buggers to Behave. London: Continuum. • Engage students with the seven C’s to administer acceptable behaviour and create harmony within the classroom

Seven C’s(not seas) • • Communication Confidence Carrots and consequences Consistency Control Choice creativity

Communication • Clarity of communication is key (alliteration also helps) • ‘’Teaching is essentially the art of communication’’-Cowley 2012 • Best way to reach all students? • Using appropriate terminology • Good communication is about reciprocity

confidence • • • NQTs are not the most confident A difficult class erodes confidence? Create an aura of confidence Positive body language Faith in your own abilities

Carrots and consequences • • (medal and mission) Intrinsic and extrinsic motivation ‘the motorway effect’-drawing boundaries ‘the marshmallow effect’-incentives

Consistency • Consistent behaviour breeds uniformity • Aim to treat everyone the same • equality

Control • The teacher is in control of the classroom • ‘’this it NOT a democracy’’ • If the teacher is not in control difficult students can? • Keep calm! • Control space and layout

Choice • Difficult/disruptive behaviour is a CHOICE • Encourage students to make the right choices • Be clear about what options the students have available to them • ‘language of choice’-give the student a choice with appropriate threat

Creativity • Differentiation adds character to the lesson • Engage different learning styles (visual, auditory, kinaesthetic) • Engage different theories of teaching (humanist, behaviourist) • Take chances, and attempt different techniques, take risks

references • Cowley, S (2012) The Seven C's of Positive Behaviour Management (The Alphabet Sevens Series) –Online Resource at Suecowley. co. uk • Cowley, S. (2006) Getting the Buggers to Behave. London: Continuum. • Duckworth, V Wood, J Dickinson, J Bostock, J (2010) ‘Successful Teaching Practice in the Lifelong Learning Sector. Exeter: Learning Matters • Petty, G. 2009. Teaching Today, A Practical Guide. 4 th ed. Cheltenham: Nelson Thornes.

Further Reading • Wallace, S (2001) Teaching and Supporting Learning in Further Education (3 rd ed). Exeter: Learning Matters-p 73 ‘Mr Bonnycastle’ • http: //www. classroom-expert. com/the-7 -cs-of -positive-behaviour-management/