DEALING WITH DIFFICULT BEHAVIOUR

1. DEALING WITH DIFFICULT BEHAVIOUR Presented by Lynda Keward

2. Why Manage Behaviour? Obvious but ….. • To create a climate where learning can flourish • To protect basic rights – safety, respect, self-esteem • To set boundaries within which students can feel successful and achieve • To teach students how to interact with others

3. Influences on Behaviour There are many influences on the behaviour of students – and lecturers! Some of these we, as educators, cannot change, but our behavioural planning can minimise any negative impact. • Emotional baggage • Home circumstances • Low self esteem • Labelling and expectations • General learning difficulties

4. Influences on Behaviour (contd.) • Specific learning difficulties • Lack of motivation • Work tasks • Environmental factors • Group dynamics • Relationships with staff • The weather

5. Motives Behind Students’ Misbehaviour • Revenge • Attention • Control • Concentration • Esteem

6. Classification of Students • Good as Gold • Behave well regardless of classroom environment • Movers and Shakers • Behaviour dependant upon classroom environment • Students beyond • May present challenging behaviour regardless of the classroom environment

7. Conditions For Students Maximising Their Learning • They are secure, happy, welcomed, stimulated in the environment • They are seen to be valued • They are feeling confident • They are familiar with classroom rules and routines • There are clear expectations and explanations • There are purposeful, challenging and motivating activities. • It is memorable • A positive approach is used • Fun is promoted • The tutor is supportive and gives guidance • They feel they are improving their skills

8. The First Four Weeks • This is when the group is formed • Students start with a lot of ‘baggage’ • Baggage is a belief • Beliefs can be changed • Student research shows that they want the parameters of behaviour to be set in those first four weeks

9. Changing limiting beliefs • The structure of changing beliefs is as follows: • Students begin to notice counter-examples of the old belief which they cannot refute • This gets them to start to doubt the old belief • They finally find enough counter-examples to finally disbelieve the former belief • They start to open up to the idea of a new way of thinking about the old experience • They start to believe the new belief • The new belief solidifies

10. Ways to change beliefs include: • Reframe their past failures as mistakes rather than a statement about their ability e.g. they simply have not learnt some of the skills that other people have and IT’S NOT THEIR FAULT – NOBODY TAUGHT THEM • Give them a demonstration of new skills such as spelling a word from right to left • As they perform new skills tell them ‘as you are now learning new skills you can learn easily’ • Treat them as if they were different already and continue to reinforce the new belief that they can learn

11. Being positive is important (1) • Emphasise positive statements: • “Wayne, look this way please ; thank you” • “Remember to walk on the corridor, it is much safer that way; thank you” • Rather than: • Wayne stop talking and turn around” • “Oi! Stop running!”

12. Being positive is important (2) • Use regular and sustained use of praise and rewards. • A smile, a thank you, goes a long way • Try to redirect students towards success rather than highlighting their mistakes • Please at the beginning of a sentence is a plea but at the end of a sentence it is a command

13. How can a positive relationship be built up with students? In a general sense by: • Showing an interest in them as individuals • Listening to their point of view • Giving responsibility • Maintaining their dignity and self esteem when you are correcting them • Treating them with respect • Having high expectations of them

14. So, who is responsible for behaviour management? • Every single lecturer at all levels, but especially the lecturer in the classroom. • Effective lecturers understand that they cannot control the behaviour of students but they can influence it. • They also recognise that when that influence occasionally fails, they can manage the choices that the students then make with clearly defined consequences.

15. What do you notice? • 2 + 3 = 5 • 4 + 5 = 8 • 3 + 4 = 7 • 5 + 6 = 11

16. As teachers we look for mistakes • In behaviour we need to look at what’s right and reinforce that • Therefore, in the previous example – we could say three right and one nearly right instead of one wrong

17. Common Mindsets • Students naturally know how to learn in the classroom • Students should behave like adults and be independent learners • What ever we do some students will fail and/or do poorly in college

18. Developing an Adult Code of Conduct

19. Developing an Adult Code of Conduct • Discipline is not a matter to be left to “pastoral staff” or senior management. It concerns all lecturers. It is essential that they work together as a team, and carry out all duties effectively. • Discipline becomes a major problem only if they relax their standards. • Lecturers are the adults in the college, and once they have stated their expectations, they must, by example and positive action, see that their standards are maintained.

20. Essential adult behaviour • Appear confident in all situations • Be quick to support colleagues with a range of strategies • Always appear calm and in control • Be pro-active in creating a positive atmosphere • Find something good in every student • Try very hard to be consistent • Be absolutely prompt to lessons and appointments with students

21. YOU CAN MAKE A DIFFERENCE • What you do will determine whether or not the vast majority of students will behave or misbehave

22. Highly Desirable Adult Behaviour • Think about your body language and facial expressions • Think about what you wear - clothes can affect your confidence and how others view you • Be professional and aware of the boundaries between you and students • Smile genuinely as much as possible • Vary the pitch and tone of your voice • Use praise:criticism in the ratio of 3:1 • Use humour to defuse situations • Have self-belief that you can really have an effect • Be prepared to apologise and give ground • Interact positively with students outside lessons

23. Undesirable Adult Behaviour • Do not: • Criticise the person, only the behaviour • Humiliate a student particularly in front of others • Use sarcasm • Insult students, their parents or make personal derogatory comments • Nag individuals or groups – keep it short • Be unnecessarily confrontational either verbally or with body language • Shout at individuals or groups • Punish groups of students for the misbehaviour of a smaller number

24. Basic Classroom Management Techniques

25. Planning the lesson Before planning a lesson think about the following: • What is this lesson about? • How does it relate to what is important to the student? • Where will they use it? • What will the learning do for me? • When students get satisfactory answers, interest is activated. If they or you can’t find an answer to any of the questions they have a legitimate reason not to be interested

26. Setting up the Lesson • Establish rapport • Create curiosity • Try and begin with relaxation and laughter • Provide the structure – where, when and how they will behave • Presuppose success

27. Starting a Lesson (1) • Be punctual • Set high standards at the outset • Don’t make students queue up in the corridor – get them into the room • Keep the number of times you exert your authority to a minimum, but when you do impose your will, you must succeed • Put handouts/textbooks on the front desk and encourage over time the students to collect them as they come in.

28. Starting a Lesson (2) • As they are coming in don’t engage in any discussion or argument about pens/books/coats/materials – just say sit down, or use hand or eye signals • Only when order has been established (by perhaps taking the register) do you then deal with problems or issues – you are organising and directing, not haphazardly responding to disorganised pupil demands. • Have a counted stock of pens, pencils etc available for pupils to use. • THROUGHOUT YOU ARE IN CONTROL

29. Teaching (1): • Be on your feet – take command of your space • Act confidently, even if you don’t feel it • Regularly praise, clearly and overtly – throw out “nuggets” of praise • Make sure the lesson is properly planned and pitched • Be aware of the Special Needs of those students in the class

30. Teaching (2) • Think about where it is best for all students to sit (be aware of prior attainment data/target grades and seat accordingly) • Physically hold-up examples of good work and draw everyone’s attention to it • Regularly check that your instructions have been understood • Aim to have a personal contact with every student every lesson

31. Teaching (3): • Rather than bawl-out a naughty student – physically go close to the student and almost whisper the admonition (the rest of the class will go quiet to listen, and the student is unlikely to “answer back”) • Later, once that student had done something good, give praise in the same way, with a whisper. He/she can have the overt praise next time

32. Teaching (4): • Don’t allow yourself to be interrupted – unless you can deal with the matter quickly • Involve other adults in the room openly • Make use of support mechanisms/chains of command if necessary – this again demonstrates your confidence

33. In Reality the Most Challenging Students Receive Least Praise • A student needs encouragement like a plant needs water. Unfortunately those who need encouragement most, get it the least because they behave in such a way that our reaction to them pushes then further into discouragement and rebellion.” Rudolf Dreikurs

34. Finishing (1) • Always plan to have a winding up phase – a plenary. The students grow to expect it. • Anticipate if a student is not completing enough work during the lesson, rather than judge at the end. • Don’t threaten at the end to keep him/her behind – issue the threat earlier. Give them time to remedy the situation. Point to the clock – 10/15 minutes from the end.

35. Finishing (2) • Minimise the time for clearing up – do a lot of it yourself as they are working • Dismiss them in an orderly manner, not necessarily in silence. • Don’t be pedantic or authoritarian just for the sake of it.

36. Little Pointers • Remember we are all the decisive element! • Believe you can make a difference • Be calm • Plan for behaviour both good and bad • Avoid knee jerk reactions to criticism • Don’t take inappropriate behaviour personally • Focus on what the students should be doing • Avoid focusing on secondary behaviours • Be non-confrontational • Give students escape routes – a way they can back down • Be consistent • Be positive