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TeachingBehaviourForLearning

SteveBakerExceed inBradford

Teaching School Alliance

B&AEducationLtd22.10.15

Questionsfortoday

Whatdowemeanby‘behaviour’?

Howcanweplanforbehaviour?

Howmightweteachbehaviour forlearning?

Howcanwedealwithlowleveldisruption

Why should a school look like a cauliflower??

‘Behaviourcanbeanareawhereweexpectsomuchandteachsolittle’

Galvin,MillerandNash,1999

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Good morning class. My name is Miss Applegate. One false move

and I will kill you.

“I expect you all to be independent, innovative, critical thinkers, who will do exactly as I say”

• Talkingoutofturn,interrupting

• Lackofcorrectequipment• Getting outofseat• Playingwithobjects• Makingnoises• Defacingwork• Inappropriatelaughter• Ignoringareasonablerequest• Refusingtoundertakeatask• Answeringback• Swearing• Knockingfurnitureabout• Violence

High Control

Low Care

Low Care

Low Control

High Care

High Control

Low Control

High Care

“Hey guys, come on, let’s do some work yeah?”.

“I want the best for you, and I expect

your best”.

“ Mess about then! I get paid just the same”.

“Come in, sit down and shut up!”

C A R E

C

O

N

T

R

O

L

Whowasyourbestteacher?

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Some assumptions• ‘Behaviour’ isagood thingthathelpslearning• Prevention isbetter thancure• Thebehaviour wesee isthe‘tipoftheiceberg’

• Weare theadults• Weseparate theBehaviour fromtheChild• Warmth, Value andInterest• Ourapproach isplannedandpositive• Wehave toteachbehaviour• ....and finally:

ChildEvery Child Matters

Whydochildren‘misbehave’?

• Experimentation• Lackofgoodrolemodels• Emotional damage• Immaturity• Diagnosedconditions• Boredom• Lackofstructure/routines• The lessonisnotaccessible• “I’d ratherbeabadassthanathicko”

9 Deaths96 injuries

www.blackfridaydeathcount.com

“I’vebeenaprivycounsellor.I’vebeeninthecabinet.I’manawardwinningbroadcaster.Howdoyourexperiencespossiblycomparetomine?Shutup,youstupidsweatylittlegit.”

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Wheredochildrenlearntobehave?

• Childrengrowuptosoon• Themarket• Themedia• Sexualisation

An 18 year old in US has seen 16,000 murders and 200,000 acts of violence

Circles of Intimacy

…

N.E.E.T.s– Schoolleaversnotinemployment,educationortraining

10yearslater,15%aredead

(DCSF2010)

The first lesson every day?

Life is worth living!

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Activity: The Four Goals of Misbehaviour

I only count when I’m noticed

I only count when I’m in control

I only count when I hurt others –I can’t be liked

I only count when you believe I’m helpless

Have a look at the hand out.

Do certain pupils come to mind?

What action points does this resource lead you towards?

The Goals of Misbehaviour

What the child is thinking

How the adult feels and reacts

The child's response to the adult's action

Some corrective guidelines

Attention • I count only when

I am being noticed or served.

• Annoyed; wants to remind, coax.

• Temporarily stops disturbing action when given attention but soon continues

• May begin new behaviour to gain attention.

• Ignore when possible; give attention in unexpected ways;

• Give attention for positive behaviour; never give attention on demand.

Power

• I count only when I am dominating, when you do what I want you to do, when I can do whatever I want.

• Provoked,angry; generally wants power

• Challenged: "l'll make him/her do it"

• "You can't get away with it."

• Intensifies action when reprimanded

• Child wants to win, be the boss, defiance.

• Withdraw from conflict; act, rather than talk

• Be friendly • Establish equality • Redirect child's efforts into

constructive channels.

Revenge

• I can't be liked; • I don't have

power but l'll count if I can hurt others as I feel hurt by life.

• Hurt; "How can he/she do this to me?"

• Retaliates, tries to get even.

• Wants to get even; -makes self disliked.

• Seeks further revenge.

• Maintain order with minimum restraint;

• Avoid retaliation or punishment.

• Take time and effort to help the child.

• Build trusting relationship.

Display of inadequacy

• I can't do anything right so I won't try to do anything at all;

• I am no good

• Despair, hopeless, discouraged; "I give up."

• No reprimand therefore no reaction;

• Feels there is no use to try

• Passive; no improvement

• Encourage any positive effort • Faith in the child's ability; • Don't give up, pity or criticize • Be patient.

SEAL

S.E.A.L.

• Selfawareness•Managingfeelings

• Empathy•Motivation• Socialskills

Sl ide 30

Social and Emotional Aspects of Learning (SEAL)

1. Knowing your emotions (self-awareness) – knowing yourself and what your emotions are telling you. Recognising your feelings as they happen

2. Managing your emotions (self-regulation) – being able to manage and control your own emotional state

3. Motivating yourself (motivation) – channelling your emotions to allow you to achieve your goals

4. Recognising emotions in others (empathy) – reading the subtle signs that indicate what people need or want

5. Handling relationships (social skills) – adeptness at getting the best out of others (and yourself); interacting smoothly

7920 Creative Education Ltd

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Teaching Behaviour forLearning

Reactive

Negative– tellswhatyoudon’twant

Leadsbypunishingandrewarding

Proactive

Positive– tellswhatyoudowant

Leadsbyexample

Behaviour Management Behaviour Leadership

What makes these metaphors appropriate?

Goodbehaviourforlearning?

orCompliance?

BehaviourforLearning?

• Workcollaboratively – withallpeers• Conductindependent research• Generate usefulquestions• Problem-solve• Stickwithchallenging tasks• Encourage oneanother• Makepredictions/guesses

What behaviours for learning have we

identified?When are they taught?

Fold your blank piece of paper....

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TheBehaviourObjective“Today you’llbeworkinginpairs.”

“Whatdoes good pairworklooklike?”

“WhatwillIhearyousaying?”

“WhatwillIseeyoudoing?”

Unpick it.....thenreviewinplenaries...

Subject Learning Behaviour forLearning

•Weshareourlearningobjectives(orWILFs)withthem.

•Set abehaviourforlearningobjective•Makeexpectationsclear

•Wesignpost forthemwhatisgoingtohappenduringthelesson.

• ApplyRoutines• GiveWarnings• KeepPromises

•Giveclear timelimits andactivitychangewarnings

• Givecleartimelimitsandactivitychangewarnings

Routines

How will you gain attention?

Gettingtheirattention

• Aroutinesignal• The‘QualityAudience’• Choosea strongpositioninthe room• Eyecontact• Noiseormovement afteryour signal?

Take action!

Situation What happens in my classroom?

How effective?less ------more

Action

1 2 3 4 5

Entering the room

Taking the register

Collecting homework

Gaining the attention of the

c lass

Transition between activ ities

Common Situations Requiring Routines

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TheFirstFiveMinutes

• Meetandgreet• Scanning the room• Tidiness• Seating plan• Challenge everything youdontwant• Punctuality• Resources– e.g. theboard,pupils.• A formal register

....routine forthelast five??

The Five B’s

Brain BoardBook

BuddyBoss

Voices

•PartnerVoice•Table Voice•ClassVoice

TransactionalAnalysis

Parent Child

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AdultParent

Adult

Child

Parent

Adult

Child

A simplified picture of Transactional Analysis

Expectations

• Howdoweexpectyoungpeople tobehave?

• Whatdowegenuinely expect?

• Which setofexpectations dowedisplay

Do you know what pupils expect of you?

Howdoteacherscommunicatetheirexpectations?

• State oftheroom• Punctuality

• Posture& facialexpression• Movement

• Voice• Marking• Display• Other?

“Bethechangeyouwanttosee”

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RESPONDINGTOINAPPROPRIATEBEHAVIOUR

“If your only tool is a hammer…it’s funny how everything starts to look like a nail”

“If your only tool is a hammer…it’s funny how everything starts to look like a nail”

Workingtoaplan

Reminder(of establishedrule)

Warning(ofestablishedconsequence)

Consequence

Least intrusive

Most intrusive

Least intrusive

Most intrusive

A Privately understood signal

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Describethebehaviourthatyouwanttosee

“Jason...... looking thisway,thanks”

“Dwayne....sitting uponyourchair, thanks”

“Ellen..... listening, thanks.”

Describetheobviousreality

“Shannon,you’reeatingcrisps”

Describetheobviousreality

“David,youareoutofyourseat”

Rule Reminder

“Barack –what’s the rule about coats? Use it, thanks”

PartialAgreement

.

“Maybeitiscold.Takingthecoatoff,thanks.”

Give ‘Take up Time’

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Givechoices

“John, either put that away......or give it to me, thanks.”

Give Choices

John, either put that away......or give it to me, thanks.”

The language of choice ConsequenceReminder

• “If youkeep thecoaton,then youwillbecomingbackatbreak, it’syourchoice.”

• “Areyouchoosingtogiveupyourbreak?”

AskaQuestion TacticallyIgnore

• “Yes Jayne,you’vegotyourhandup,what’stheanswer?”

Tactically Ignore.. Yes Jane, you’ve got your hand up – what’s the answer?

Tactically Ignore.. Yes Jane, you’ve got your hand up – what’s the answer?

“Yes Jane, you’ve got your hand up – what’s the answer?”

Tactically Ignore..

‘When...then’ statement

“When youhaveputyourequipment back.....

......then youcango.”

TheMountiealwaysgetshisman

Consequencesmuststick!

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Catch them being good

Why should a school look like a cauliflower?

Effective Behaviour Leadership

• Identify the exact behaviours you want to see• Set them as success criteria• Model them in your own behaviour• Praise, highlight, encourage, reward• Established rules and routines• Rights and responsibilities• Relationships• Respect - unconditional

Slide 757920 Creative Education Ltd

BehaviourPlan(parttwo)Issue Desired

behaviourTeach Model Reward Sanctions

Calling out Wait turntospeak

Display/refer totheruleDemonstrateSet as target

Activelylisten topupils

Praise.Stickers etc

Consistency

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‘Ihavecome tothefrighteningconclusion thatIamthedecisive elementintheclassroom. Itismypersonalapproach thatcreatesthe climate.AsateacherIpossess tremendous power tomakeachild’s lifemiserableorjoyous. Ican beatooloftortureoraninstrument ofinspiration.Icanhumiliate, humour, hurtor heal.’

(Ginott, 1972)

www.stevebakereducation.co.ukenquiries@stevebakereducation.co.uk07801992704