Behaviour management for primary nqts session 1 creating a positive classroom context
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Behaviour Management for Primary NQTs Session 1: Creating a positive classroom context. Mark Holdaway Associate Trainer (Brighton & Hove Pupil Referral Unit). Aims of the session. We will explore: Focusing on the positive A framework for implementing expectations (the 5 Rs)

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Behaviour Management for Primary NQTs Session 1: Creating a positive classroom context

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Behaviour management for primary nqts session 1 creating a positive classroom context

Behaviour Management for Primary NQTsSession 1: Creating a positive classroom context

Mark Holdaway

Associate Trainer

(Brighton & Hove Pupil Referral Unit)


Aims of the session

Aims of the session

We will explore:

  • Focusing on the positive

  • A framework for implementing expectations (the 5 Rs)

  • A solution-focused approach to tackling behaviour problems

  • Being a proactive teacher

    and will introduce:

  • A proactive checklist for positive behaviour management


In effective classrooms

In effective classrooms …

  • There is a shared understanding of what constitutes ‘good ’behaviour (what does this look like in your school?)

  • There is regular teaching and reinforcement of social behaviour and behaviour that maximises learning

  • There is a behaviour framework in place which sets out clear expectations

  • There is an emphasis on belonging and social responsibility (what does that mean?)

  • There is an emphasis on building good relationships between adults and children, and between children themselves (how do you do this?)


The 5 rs

The 5 Rs

RELATIONSHIPS

Responsibilities

Rights (teachers and pupils)

Choices

Rules

Negative consequences (sanctions)

Positive consequences (rewards)

Inevitability (consistency, not severity)

Routines (why are these so important?)


Exception finding

Exception finding

  • Changing the view of the problem

  • Identifying successful moments

  • Identifying times when the problem is less severe, less frequent, less long-lasting

    ‘If you keep on doing what you’re doing, you’ll keep on getting what you’re getting.’

    Can you think of a situation that currently needs addressing? How might this way of thinking help?


We have covered

We have covered:

  • The importance of focusing on the positive

  • What makes an ‘effective classroom’

  • A framework for developing positive behaviour (the 5 Rs)

  • Teachers’ and children’s rights and responsibilities

  • Using exception finding to promote positive behaviour


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