Classroom Behaviour Management Colin Merrin Behaviour Management Consultant

Classroom Behaviour Management

Colin Merrin, Behaviour Management Consultant Aims: l To present a structured discussion on managing children’s behaviour using both your personal experiences and case study l To develop behaviour management strategies with confidence and skill To understand the importance of planning for behaviour to maximise learning l Understand the power of language to create effective intervention and engagement l

Haim Ginnott, Teacher and Clinical Psychologist I have come to the frightening conclusion that I am the decisive element in my classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the difference. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humour, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanised or de -humanised.

Russell Barkley, Psychologist, USA

The Goals of Discipline l Why do children need discipline? l What l How is the nature of school discipline? do we use discipline?

The Goals of Discipline l Developing pupil self discipline and control. l Enabling pupils to be on task with their learning. l Enhancing pupils’ self esteem. l Encouraging accountability for behaviour.

The Goals of Discipline l Encouraging pupils to recognise and respect the rights of others. l Affirming co-operation as well as responsible independence in learning. l Promoting honesty, fairness and respect for others. l Enabling rational conflict resolution.

Preventative Discipline l Setting clear rules and boundaries. l Setting appropriate rewards and sanctions. l Ensuring the environment is comfortable and well organised. l Ensuring there adequate resources.

Preventative Discipline l Differentiating tasks in order to meet the needs of all pupils. l Ensuring the length and diversity of set tasks is appropriate. l Ensuring contingency plans are in place if problems occur.

Corrective Discipline l l l l l What we say and how we say it Tactical ignoring Diffusing and Partial agreement Non-verbal signals Allowing students time Simple brief directions Reminding rules Reminding or stating consequences Giving simple choices Repeat, re-focus and re-direct

Supportive Discipline l l l Encouraging pupils whenever possible. Re-establishing positive relationships and having agreements. Developing and maintaining a climate of mutual respect. Focusing on the quality of learning. Applying a team approach to solving discipline problems. Carry out threat. Do what you say you’d do.

Teacher responses to behaviour l Assertive l Non-Assertive l Hostile / Passive

Hostile and Non-assertive v Assertive l You know you’re not supposed to sit down yet. How many times do I have to tell you? You’re wasting everybody’s time and I’m fed up with it. l Sharon I expect you to stand behind your chair quietly and wait for me to give permission for you to sit down. Thank you. l Craig, why do I always have to remind you about calling out? Are you deliberately trying to wind me up? l You know the rule about calling out Craig. l I really can’t be expected to teach with this noise, so shut it the lot of you! l On the count of three I want to see everyone looking this way, quiet and ready to listen.

Insights, Engagement and Follow Up l In a lesson a Y 3 boy refuses to work and slides under the table. He begins to interfere with other children who are working. He also refuses to come out from under the table. l A Y 5 girl who rarely speaks to others and appears very withdrawn much of the time is sobbing and has just thrown her book on the floor. l A Y 6 boy who has a history of bullying others and threatening staff has just sworn at a TA and has left his seat and walking towards the door and clearly intending to leave the classroom.

Conclusions The behaviour of teachers has a significant effect on the behaviour of pupils l Effective behaviour management is linked to good teaching and isn’t an end in itself l The prime focus of discipline is to support teaching and learning and reduce difficulties. l Difficult behaviour is a manageable rather than a treatable phenomenon. l

Conclusions l Effective behaviour management is dependent upon positive and mutually respectful relationships between teachers and pupils. l Assertive correction, calm reasoning and problem solving are more effective than unduly permissive, inert, harshly punitive and humiliating responses to behavioural difficulties.

Conclusions l Planning for behaviour works. Consider what needs to be in place to address problems with behaviour when you plan lessons. A consistent and balanced use of rewards and sanctions will bring about changes in behaviour.

Young people today. . . . l Our youth of today loves luxury; has lack of manners; disregards authority and has no respect whatsoever for age. Our today’s children are tyrants. They don’t get up when an elderly man enters the room and they talk back to their parents. They are just very bad. Socrates (400 BC) l I have no longer any hope for the future of our country if today’s youth should ever become the leaders of tomorrow. The youth are unbearable, reckless and terrible. Hesiod (720 BC) l Our world has reached a critical stage. Children no longer listen to their parents. The end of the world cannot be that far away. Egyptian priest (2000 BC) l The youth is rotten from the very bottom of their hearts. Young people are malicious and lazy and they will never be as youth used to be before. They will never be able to maintain our culture. Babylonian clay pot inscription (3000 BC)