Education is about relationships and positive learning.

1. Education is about relationships and positive learning. Operate from an expectation of mutual respect, co-operation and sensitivity for others not power and control.

2. Psychological Principles: Alfred Adler: �One of the most powerful psychological needs is the need to belong.� Rudolf Dreikurs: �All behavior is purposeful and goal directed.� * recognition/attention seeking * status/power seeking * engagement/help me and withdrawal * revenge/I hurt so I�ll even the score by hurting others

3. Children need to learn appropriate group behavior. Children in a group are not naturally ordered. They need clear direction and leadership from the teacher. They need to learn empathy for others. They need to help to develop an understanding of mutual rights and responsibilities. They need familiar routines. They need a safe and friendly environment.

4. �Only 10-20% of children are potentially challenging and most teachers can deal with this� Bill Rogers

5. Effective Classroom Management is based on developing cooperation not control; is based on core values; is based on mutual respect; is consistent; depends on teacher leadership and modeling, establishes rights, responsibilities and routines, and rewards positive behavior.

6. Positive language needs practice. Avoid taking responsibility for the child�s behavior. Why do you think I�m talking to you? If I asked others what would they say? What effect does this behavior have on others? We have a problem, what do you think we could say or do to solve the problem? What agreement can we make? What will happen if we can�t fix the problem?

7. �Restorative Practice� What happened? How did it happen? What was your part in it? What were you thinking at the time? What have you thought about it since then? Who has been affected? How? How can we make things right? How can we make sure this doesn�t happen again?

8. Restorative Practice 2 When stuck� Was it the right or wrong thing to do? Was it fair? Who got hurt or upset? You didn�t answer my question.

9. �Identify the behavior and what it attempts to achieve� [Dreikurs]. Power seeking behaviors Attention seeking behaviors �Poor me� behaviors �I hurt so you must too!�

10. Attention seeking behaviors Ignore Connect 1:1 at other times Ask group about expectations eg What do we do if we know the answer? Reinforce positive behavior in others eg I�m pleased to see lots of hands? Reinforce positive behaviors at other times eg Well done George I can see your hand up?

11. Power seeking behavior Disengage Allow choices eg George can you work quietly at that table or do you need to move? Make group decisions rather than impose rules Provide options Use �we/us� statements

12. �Poor me� or withdrawn Acknowledge feelings Reinforce confidence in child�s ability Reinforce expectations Use questions eg Ask what the child can do Ask what successful strategies were used previously Ask what specific help is needed Develop a list of �help� options

13. �I hurt so you must too!� �revenge on t6he world Ensure safety Firmly demand that the behavior stop Reinforce expectations Provide face saving and cooling off time Minimise interruption 1:1 at another time Provide skills training Build self-esteem

14. Bill Rogers� VideoManaging Classroom Behavior Avoid emotional outbursts, criticism, yelling. Use an assertive body posture & tone, open, stand tall, direct eye contact. Identifying the behavior and what it attempts to achieve [Dreikurs]. Ask questions about positive & expected behavior of the group. If a minor and attention � ignore it. Reinforce positive behavior when it occurs. Avoid embarrassment and talk to the student in private. Avoid getting distracted by secondary behavior. Positive correction needs practice.

15. Some tips Accept ambiguity. Quiet time out and deal with difficulties later when the heat has gone. Set realistic consequences not punishments. Affirm changed behavior. Involve parents if serious and/or ongoing.

16. � Accentuate the positive Eliminate the negative And ���..�