Behaviour for Learning. Salliann Coleman November 2012. Behaviour can be an area where we expect so much and teach so little Galvin, Miller and Nash ( 1999) If you think you are too small to make a difference try sleeping in a room with a mosquito
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Behaviour for Learning
Behaviour can be an area where we expect so much and teach so little
Galvin, Miller and Nash ( 1999)
If you think you are too small to make a difference try sleeping in a room with a mosquito
7. Manage behaviour effectively to ensure a good and safe learning environment
• 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
• have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
• manage classes effectively, using approaches which are
appropriate to pupils’ needs in order to involve and motivate them
• maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.
(TALIS) in 2009 suggested that, across 23 countries researched, as
much as 30% of teaching time was lost due to poor pupil behaviour.
CESC (2011) Behaviour and Discipline in schools
The endemic problem that we have had for far too long is that we are looking at the
child and what is wrong with the child, not looking at what is wrong with the
learning environment. [...] anyone who ran a business by trying to decide what was
wrong with their customers rather than what was wrong with their services would
soon be out of business.
Curriculum organisation can […] have a significant impact on pupil behaviour. The
NUT believes that head teachers and senior colleagues should work collaboratively
and in consultation with teachers in order to design coherent curriculum models
which can meet the needs of all children. Such models should be based on teachers’
professional judgement and knowledge of their pupils
The school behaviour policy, which should be discussed by all members of the school
community, especially staff and pupils and not just considered by Governors as a
paper exercise, is of paramount importance to the effectiveness of behaviour
management in schools…..
A good school behaviour policy, agreed and communicated to all staff, governors,
pupils, parents and carers, consistently applied, is the basis of an effective approach
to managing behaviour.
Behaviour andDiscipline in Schools House of Commons Education committee Volume 1
26th January 2011
Behaviour for learning is about relationships which enable children to participate in school life and that of the wider community; to work and collaborate with others showing respect and empathy; to access the curriculum developing motivation for and a love of learning.
This involves developing sound relationships with themselves (their self, their identity, their community), with others (collaboration, reflection, empathy, respect, dialogue) and with learning and the curriculum (resilience, persistence and motivation to gain knowledge and experience).
Self –image Ideal self
We automatically make rapid assessments of pupils on initial interaction.
Chaplain, R. ( 2003) teaching without disruption in the primary school. London Routledge
The way that you communicate with others
affects how they feel and can have an
impact on their behaviour.
What you say, how you say it and your body
language are important
Body language- things to consider:
Praise v positive feedback
Positive feedback places less emphasis on the evaluative element ( e.g.' good’, ‘well done’) and more on the descriptive element e.g. ‘ this group’s worked well together’ .
Importance of descriptive element is that it is factual
Relationships( & communication)
Routines Negative Positive
Good relationships underpin all successful behaviour management.
Consider the implications of this for your own practice – what examples can you think of which demonstrate the impact of teacher/pupil relationships………
Rights- what do you understand to be teachers’ and pupils’ rights?Rules- what strategies would you use to develop an effective mechanism of rules?Routines- consider effective routines that you have observed. What made them effective?
What do you think these might be?
Responsibilities for managing our own
feelings and behaviour….
Teachers’ responsibilities :
Work within this framework
The ABC approach.
There are many versions of this but
typically these 3 features exist:
A - antecedents
B - behaviour
C - consequences
Know and value your children
Build self esteem and self respect
Build a positive, secure class ethos
Have high expectations
Teach the behaviours which will enable children to meet the expectations
Use the language of choice to teach responsibility for behaviour
Use positive and motivational language
Be well organised – think ahead
Separate the behaviour from the child (Warnock 1978)
Keep the focus on primary behaviours
Actively build trust and rapport
Model the behaviour you want to see
Always follow up on issues
Work to repair and restore relationships
‘Three steps of Decisive discipline’
Consider your response to this……
James grabs Sarah’s ruler and appears to hide it from her.
How would you respond?
Discuss effectiveness of these…..
Reactive approaches tend to be ineffective
Think about your responses to small scale incidents. What messages do they convey:
A Life in Your Hands
I’ve come to the frightening conclusion that
I am the decisive element in the classroom.
It’s my personal approach that creates the climate,
It’s my daily mood that makes the weather.
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.