304 ppt

1. UNIT 304: SUPPORT CHILDREN AND YOUNG PEOPLE’S POSITIVE BEHAVIOUR

2. Lesson objectives • To be able to describe policies and procedures for promoting CYP’s positive behaviour • To be able to explain the importance of the consistent application of boundaries and rules with examples. • To be able to describe how to encourage positive behaviour and the benefits of doing so. • To be able to say why CYP may misbehave. • To identify strategies for dealing with misbehaviour. • To say when it is appropriate to refer CYP to other professionals and who those professionals might be.

3. Behaviour theories • What do you remember about the social modelling theory? (Bandura Bobo dolls) • What do you remember about behavioural learning theory? (Skinner-Operant conditioning, reinforcement and consequences)

4. POLICIES & PROCEDURES Question: Why do we have behaviour policies?

5. POLICIES & PROCEDURES Question: Why do we have behaviour policies? Answer: Consistency of Care & Consistency of Expectations

6. POLICIES OF THE SETTING Which other policies do you think may relate to positive behaviour?

7. Policies related to Behaviour Management • Behaviour management • Anti-bullying. • Attendance. • Special Educational Needs. • Equality and Diversity. • Curriculum policies. • Teaching and learning • Safeguarding. • Staff Code of Conduct. • Health and Safety. • E-safety • SEN/Inclusion

8. How do you think the following policies link with Behaviour Management? Jot down your ideas. • Special Educational Needs (SEN). • Equality and Diversity. • Curriculum policies e.g. Maths, English etc. • Safeguarding. • Staff Code of Conduct. • Health and Safety. There are some answers on the following slides.

9. SEN • The policy will recognise that some children with SEN will also have behavioural issues e.g. those on the Autistic spectrum or with ADHD. • There may be guidance about methods to use to support those children, which might be different from those used to support others. • There may be inclusion of documentation used to record behaviour of children with SEN, which may be different from that used for other children.

10. Equality and Diversity • The policy (or associated policies) will state how racist comments or incidents are dealt with, which will include referral to the head teacher, recording of the incident and parental involvement. • Fairness and respect for all will be encouraged.

11. Curriculum policies • Outline what is to be taught and how the school teaches the subject. Organised and well-planned lessons will be encouraged and this links with behaviour because it helps to reduce behavioural issues. • Well-organised lessons are more likely to run smoothly with no pauses where the adults are unsure what to do or where to find resources. Such pauses encourage CYP to find distractions!

12. Safeguarding • A change in behaviour may be an indication that a child is experiencing abuse. • We must keep children safe so they should not experience abuse in our care. This means that as part of our behaviour management strategies we must not use physical punishments or damage children emotionally by using methods such as sarcasm or ‘putting children down’.

13. Staff Code of Conduct This will give clear indications of how staff are expected to behave. It may include guidance on dress, how to speak to CYP and the level of formality in relationships with CYP. Not all schools have this policy. For the assignment you can then find an example online and speak about it generally.

14. Health and Safety Many of the rules we have in school are to ensure everyone’s safety and comfort e.g. walking in the corridor, how we carry scissors etc. These policies are expected to be followed by all children to keep everyone safe and the school running smoothly.

15. Group activity • Covering the policies I haven’t done for you- think about what would be included in each and how they are related to behaviour management • When thinking about these policies, look at the examples I gave for how to do a brief summary

16. Using your policies • When writing your assignment, use the examples I gave and the rewrite/expand in your own words. • Then include your summary of all the others you have discussed in your group • Keep the four questions I gave you in mind as you are writing this

17. Q2 How do school policies help CYP to feel: • 1. Feel safe • 2. Make a contribution • 3. Develop social and emotional skills • 4. Understand expectations and limits • Discuss each of the above in your groups

18. Q2 How do school policies help CYP to feel: • 1. Feel safe- CYP know behaviour will be dealt with and are aware of sanctions, they can expect consistency, bullying won’t be accepted, know how to feel safe online, know they can talk to staff • 2. Make a contribution- earn cert/rewards which recognise their contribution, choice of rewards, school councils, class jobs, special helpers, they go on trips/demonstrate good behaviour and represent the school

19. Q2 How do school policies help CYP to feel: • 3. Develop social and emotional skills- schools teach E&D and tolerance, turn taking, inclusion, CYP learn to express themselves and take responsibility • 4. Understand expectations and limits- rules give boundaries, CYP know expectations/sanctions, get rewards for positive behaviour

20. Question 3 What are the benefits of all staff consistently and fairly applying boundaries and rules • Children will know what is expected from them • It helps to keep everyone safe • Adults know what they are supposed to be doing and will all be applying the same principles to manage behaviour. • It creates a calm and peaceful environment for everyone • The staff will save time and this gives them more confidence when dealing with behaviour • Parents will feel that their children are dealt with fairly and this avoids children feeling that others are more favoured than them. • This helps the staff to feel supported and valued in the actions they take in regard to behaviour management.

21. Question 3 EXAMPLES OF BEING CONSISTENT AND FAIR • Give attention to and spend time with each child (To provide equal feelings of inclusion and opportunities for development) • Equal opportunities for involvement in activities and access to equipment and resources (use of sand timers, rotating batches of small groups, lining up at equipment etc.) • Allowing both children time to talk and be listened to when dealing with disputes • Including all children in praise and reward schemes e.g. stickers, star charts, certificates (a child who rarely or never receives praise for positive behaviour will experience feelings of isolation, sadness and low self-esteem and may increase their negative behaviour to get your attention)

22. Just note • When we deal with children with SEN, we may have to adapt the methods we use in order to be fair to them e.g. for a child with ADHD it may not be fair to apply a rule that you must sit still when the teacher is talking for long periods. The important point is to be consistent for that individual child so every member of staff who works with that child needs to know the strategies to use with them. • Ignoring behaviour? Behaviour is often attention seeking. If we give attention to it, we are affirming this behavoiour. • How do we explain this to other CYP?

23. Question 3 THE IMPORTANCE OF BEINGCONSISTENT AND FAIR Why is it beneficial for staff? It is important that every member of staff feels supported in the actions that they take in relation to behaviour. For example, if the TA challenges a particular behaviour they would expect the teacher and any other member of staff to support them in dealing with it in the same way (and would probably feel quite annoyed if they didn't!).

24. Turn Taking Understanding others’ viewpoint Sharing Resources Offering to help others Saying please and thank you Moving and playing safely Listening to a speaker Tidying up resources so others can use them Allowing others to talk

25. Q3 assignment question • Explain why it is important, making sure that you say what are the benefits for both children and adults in school. • Give examples of consistency in practice. • Write this all out in paragraph form, expanding the ideas on the previous slides.

26. Q4. Why should we encourage and reward positive behaviour?

27. Question 4 BENEFITS OF ENCOURAGING AND REWARDING POSITIVE BEHAVIOUR • It helps children learn what they need to do. • CYP more likely to want to be in school and learning will be impacted. • It creates a calmer environment and stronger relationships. • Children will be less stressed in a relaxed atmosphere which means they will behave better • Children respond well – children who receive praise for positive behaviour, such as kindness towards others, are much more likely to repeat this behaviour. • Use of positive reinforcement (skinner’s theory)

28. SKILLS AND TECHNIQUES FOR POSITIVE BEHAVIOUR What skills and techniques could you use to support positive behaviour?

29. SKILLS AND TECHNIQUES FOR POSITIVE BEHAVIOUR • Notice when pupils are behaving well or trying hard, children with SEN/behaviour issues need to have their positive acknowledged • Use positive language to remind pupils of what to do rather than focusing on the negative e.g. “Remember we walk in the corridor,” rather than, “Don’t run.” • Build trust and positive relationships with all pupils. • Ensure responses are realistic. • Ensure pupils know why they are being rewarded. • Use positive recognition such as merit marks. • Follow up on important issues • Model expected behaviour • Ensure directions are unambiguous • Use of school councils • Build trust with all pupils to maintain positive relationships

30. HOW CAN YOU BE A GOOD ROLE MODEL? • Kind voice, calm manner • Be fair • Use good manners • Listen to the children and other colleagues • Practical methods, e.g.: Do what you want them to do!... • Eat healthily at lunch time • Wash hands with the children • Tidy up with the children

31. Things to think about: • Your tone/volume • Your body language/eye contact • Where are you standing/positioning yourself • Consistency/following through with consequences • Have high expectations • Showing respect for CYP- where are you speaking to them about behaviour • 2 handouts in moodle folder

32. Question 4 Assignment question Explain details on previous slides and expand out in your own words. Be sure to include Skinner in your answer. Make sure to include details about how to promote positive behaviour

33. Q5. RESPONDING TO INAPPROPRIATE BEHAVIOUR Why do CYP behave inappropriately? Make a list of your ideas.

34. Q5. RESPONDING TO INAPPROPRIATE BEHAVIOUR • Problems at home e.g. abuse, parental separation, new baby, new family with step brothers and sisters, bereavement, long term illness or disability in the family, being a carer, moving house etc. • Parents with a negative and unsupportive attitude towards school. • Different expectations of behaviour at home. • Moving school or class. • Level of school work inappropriate (too easy or difficult). • Poor relationship with the teacher. • Inconsistent behaviour management techniques in school. • Attention seeking. • Inappropriate behaviour may seem ‘fun’. • Peer pressure. • Bullying. • Medical problems. • Special Educational Needs.

35. RESPONDING TO INAPPROPRIATE BEHAVIOUR There are more reasons than those on the last slide but you will have seen that there are a few that we can deal with such as inappropriate levels of work but many we will have to help children to manage. We cannot change the family circumstances for example or the child’s SEN but we can use strategies to help them cope which may reduce the level of misbehaviour.

36. RESPONDING TO INAPPROPRIATE BEHAVIOUR Case Study: John is working in year 6 for the first time – in the past he has only worked in key stage 1. Today he has been given a literacy group to work with for the first time. Some of the pupils have started to talk over him and not listen to what he is saying. John asks them to stop and says that if they do not he will have to send for the teacher. They do not stop and he threatens to keep them in at playtime. • Why will John’s second strategy not work either? • Do you think he considered the policy of his school in this case? • What should John have done?

37. RESPONDING TO INAPPROPRIATE BEHAVIOUR • You should be aware of the school’s strategies for dealing with inappropriate behaviour. You need to work together with all other staff to ensure consistent boundaries, expectations and behaviour management strategies. • A mistake often made when first starting to work with children is to befriend them as a way of gaining their approval – this not only doesn’t work but it makes behaviour management very difficult. It is more important to set boundaries and limits first so that pupils know where they stand – this will ultimately make your job easier – there is plenty of time to be friends later! • You should also show that you mean what you say – if you issue an empty threat it will prevent children listening to you in the future.

38. Question 5 REFERRING BEHAVIOUR PROBLEMS Depending on your experience, confidence and how long you have worked at the school, you may feel comfortable in dealing with inappropriate behaviour yourself. However, there are some situations which support staff should always refer to others. What do you think these would be?

39. Question 5 REFERRING BEHAVIOUR PROBLEMS • Racism • Self-harm • Signs of radicalisation • Bullying • Swearing/inappropriate language • Sexual Behaviour • Mental health concerns This question says explain so don’t just list the above, expand on it to give some detail of what the incident may look like.

40. Question 5 REFERRING BEHAVIOUR PROBLEMS Who might you refer to? • Within the school… • Outside agencies…

41. Question 5 REFERRING BEHAVIOUR PROBLEMS Within the school: • SENCO – This should be the first point of contact for behaviour support and devising additional strategies for use within the classroom. They will also contact other professionals outside the school. • Other teachers or members of support staff may also be able to offer advice, particularly if they have had to deal with similar behaviour patterns. Class teacher would deal with things like language or bullying in their class. Head would also be brought in for bullying in some cases • DLS- concerns regarding safeguarding such as mental health, self-harm, radicalisation

42. Question 5 REFERRING BEHAVIOUR PROBLEMS Outside the school: • Police- for issues with radicalisation (channel panel) • SENCO may refer a child for counselling or assessments if appropriate • Social services- may be contacted depending on the situation

43. Question 5 Assignment question • Explain the types of problems and the people/agencies to whom you could refer. • Note this question asks you to explain so just a list will not be adequate. • Make it clear this would not be you doing the referral.

44. Question 6 Letter to your Head Teacher • Write a letter to your head teacher based on your own experience of putting behaviour policies into practice. In the letter you should evaluate the effectiveness of bullying and attendance policies, the effectiveness of rewards and sanctions and any other strategies used, making suggestions where possible. Ref.5.3,5.4

45. Question 6 Letter to your Head Teacher • Include an introductory paragraph of who you are (what class, what year group, how long you have been there) • Then discuss your observations. Include a paragraph specific to the bullying policy. Is it effective? Why? Any suggestions • Then discuss attendance policy- is it effective? How could it improve? What rewards are given and do you agree with how it is done? • The review rewards, sanctions, and behaviour policy as a whole. For each what is working, what isn’t, any suggestions.