Teacher Standards

Behaviour Management TS1a TS7a TS7c TS7d

1a. establish a safe and stimulating environment for pupils, rooted in mutual respect 
7a. have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy
7c. manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them
7d. maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary

Swinson and Harrop (2011) study

Steps to successful behaviour management:
– clear, explicit, appropriate instructions and expectations
– immediate praise and acknowledgement when pupils follow these
– expectations are reinforced throughout the lesson (eg. in form of questions)
– clear and consistent plan to manage unwanted behaviour

Where does behaviour come from?
– the environment
-skills/knowledge
– attitudes/beliefs/values
– identity (how do they see themself?)
– purpose

What can cause aggressive behaviour?
– insecure attachments
– low or damaged self-esteem
– feelings of guilt or shame
– feelings of helplessness/fear/lack of control (over self/situation/environment)
– repeated exposure to damaging feelings can lead to hyper-vigilance to threat

Model for dealing with unwanted behaviour:

  1. Prevention -> 2. Recognition -> 3. De-escalation -> Enduring Crisis -> Coping with aftermath

 

  1. PREVENTION
    -seating plans (strategic planning taking class dynamics into consideration)
    – clear routines (consider providing visual prompts to break down and remind)
    – support for unstructured times (eg. playtime) where some children may struggle to regulate their behaviour beyond the classroom routine
    – appropriate work with appropriate support (effective planning and differentiation)

802586705f08387af0827e410a97811a.jpg    300e04eeb454df80a596f1f697812940.jpg

 

2. RECOGNITION
– feelings scales
– Now and Next schedules
– teach to self-manage and name emotions

LRfeelingschart-768x1024.pngil_fullxfull-1002723378_1uzx  462db325e81be443f529548275776be5

 

3. DE-ESCALATION
– lower your voice and keep an even tone
– use their name calmly (address directly)
– speak clearly and concisely
– encourage simple compliance (eg. sitting down)
– acknowledge their feelings (I know you’re feeling angry about … right now…)
– allow them to save face – always avoid shaming
– give choices (keep them realistic so they can be carried through)
– allow take up time

Non-verbal strategies
– consider your body positioning- remain side to side rather than face on (confrontational)
– keep your arms down by side rather than crossed or on your hips

 

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