20111108 ccb handout

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20111108 ccb handout

  1. 1. Conquering Challenging Behaviour For Effective Learning Queen Elizabeth High School Trainer: Jason Bangbala 8th November 2011 JEB Educational Consultancy Limited 07950 787260 JebEducation@aol.com
  2. 2. J. E. B. Educational Consultancy Limited Programme Outline• Introduction and aims of the session.• Classification of pupils – the different types of pupils teachers are likely to encounter and how they respond to different members of staff.• Recognition that the member of staff is the decisive element in managing misbehaviour.• Managing Misbehaviour – • The types of inappropriate behaviour teachers have to deal with. • Separating fact from fiction about pupil‟s behaviour. • Motives behind pupil‟s inappropriate behaviour. • Awareness of the use of Brain Gym in enhancing concentration, motivation and behaviour. • Practical strategies to manage inappropriate behaviour quickly, effectively and non-confrontationally.• Creating A Positive Climate For Learning - • Pro-active strategies to minimise disruption and encourage good pupil behaviour. • Video analysis of a „real‟ lesson, including questions and answers that may arise. • Demonstration and active learning of practical activities to engage and motivate different types of learners, that can be implemented in the classroom the next day.• Final pointers.
  3. 3. J. E. B. Educational Consultancy LimitedClassification of Pupils
  4. 4. J. E. B. Educational Consultancy Limited Managing Misbehaviour Motives Behind Pupils Misbehaviour Revenge Attention Esteem Control Concentration/Boredom“OFSTED vow to blitz boring teaching” (Guardian 5/1/09) “A third of schools bore their classes” (TES 9/1/09) “Less „drudgery‟, more „glamour‟:” Professor Michael Green, TES 24th March 2011 JEB Educational Consultancy Limited 07950 787260 JebEducation@aol.com
  5. 5. J. E. B. Educational Consultancy Limited Separating Fact From Fiction About Pupil BehaviourMost inappropriate behaviour is of a minor, low-level nature.Watkins at the University of London Institute of Educationcarried out some research to identify the most frequentlyoccurring troublesome behaviour and found that assault andviolence were in fact very rare. “Talking out of turn” was the behaviour that concerned teachers most.“Where unsatisfactory behaviour does occur, in the vastmajority of cases it involves low level disruption in lessons.Incidents of serious misbehaviour, and especially acts ofextreme violence, remain exceptionally rare and carried outby a very small proportion of pupils.” Steer Report 2005, “LearningBehaviour”Ofsted identified the main problem in schools as “persistentlow level disruption that wears down staff and disruptslearning.” “How to Tame The Rabble” TES 10/03/06 JEB Educational Consultancy Limited 07950 787260 JebEducation@aol.com
  6. 6. J. E. B. Educational Consultancy Limited Parts Of The BrainReptilian Fight or FlightMid Brain EmotionsHigher Cortex ThinkingProcessing InformationVisualAuditoryKinaesthetic “During any given class activity it is safe to assume that approximately two thirds of children are working outside their preferred learning style” Mike Hughes – “Closing The Learning Gap” JEB Educational Consultancy Limited 07950 787260 JebEducation@aol.com
  7. 7. J. E. B. Educational Consultancy Limited Behaviour Management TechniquesCatch Them Being GoodE.g. A pupil shouts out. You ignore the pupil and praise the pupils who have put theirhand up; i.e. “Well done Andrew for putting your hand up and not shouting out. Couldyou now tell me the answer?”In research by Liverpool Chief Educational Psychologist Jeremy Swinson, it was foundthat where praise immediately reinforced what the students were doing well, thenumber of those concentrating and conforming rose from 78% to 94%. JEB Educational Consultancy Limited 07950 787260 JebEducation@aol.com
  8. 8. J. E. B. Educational Consultancy Limited Behaviour Management Techniques“Reward The Good, Ignore The Bad…A better solution is to ignore poor behaviour where possible andinstead reward good behaviour. This will lead to repetition andbring about change.”Institute of Education, Lynn Rogers & Susan Hallam (TES 18/4/08)“Reward Unruly School Kids…Schools where people’s achievements are celebrated howeversmall, encourage pupils to be self-motivated and disciplined.”Institute of Education, Lynn Rogers & Susan Hallam (MEN 18/4/08)Manchester Local Authority adopted this policy for attendance atschool and provided incentives for those students who had fullattendance during a three month period. Over 14,000 studentsachieved this goal.A 45% increase in attendance from the previous year.“Little Angels – Pupils behave better now than for 20 years”Brian Apter (TES 21/11/08) JEB Educational Consultancy Limited 07950 787260 JebEducation@aol.com
  9. 9. J. E. B. Educational Consultancy Limited Behaviour Management TechniquesBody TalkE.g. Pupil with non school jumper and baseball cap on. Get into the pupil’s eye line,establish eye contact and illustrate non verbal gestures to take jumper and cap off.When they have done what you asked, thumbs up with a smile.Physical PresenceE.g. Pupils passing notes to one another. Walk up near to the pupil and the likelihoodis that they will put the note away, as they do not want you to see it out ofembarrassment. Once they have put it away remind them to keep it away or it will beconfiscated.Keep Calm – Avoid A Guts To Gob Reaction!“For low level disruption the key is to keep it low level. Instead of stopping every timeto deal with it, have a quiet word in their ear and the quieter the word the harderthey have to work to hear you. If you engage with them you are teaching them howto disrupt the lesson.” Dame Maureen Brennan, part of the Learning Behaviour Task ForceJeremy Swinson commented that telling off students publicly in front of the wholeclass was “an incredibly bad tactic” BBC Website 6th January 2006 “Unruly Class Tamed By Praise”Beware of disproportionately singling out males for public criticism. Swinson foundthat males were five times more likely to be publicly reprimanded than females. JEB Educational Consultancy Limited 07950 787260 JebEducation@aol.com
  10. 10. J. E. B. Educational Consultancy LimitedBehaviour Management TechniquesRole ModelsE.g. (Teacher) “Daniel do you notice how Christopher is… Do the same, thank you?”Mirror The BehaviourE.g. A pupil is shouting out “Sir! Sir! Sir!” etc. Teacher responds “What, what, what”Reinforce ExpectationsE.g. “Susan...(pause)...what’s our agreement (rule) for when you want to ask aquestion?...(pause)...use it...thank you”Reinforce Individual ResponsibilityE.g. “Sean, when you shout out then I can’t hear other peoples opinion. When you putyour hand up then I will listen to your opinion.”DiversionE.g. “Are you okay Steve?”, “Is everything okay there?” ,“What did you think of…?”Assertive InstructionE.g. “Jenny...(pause)... Gum, bin, thank you”‘I’ StatementsE.g. A pupil is getting annoyed. “I can see you are upset but when you have calmed downI will listen to what your problem is and see if I can help.”Separate The Behaviour From the PersonE.g. A pupil is being abusive. “Mike I like you but I don’t like the fact that you areshouting at me.”RefocusE.g. Natalie is talking to another pupil and has stopped working. Teacher would respond,“Natalie what should you be doing?”. Pupil is likely to start working immediately or reply,“working”. Teacher would then reply “start working then, thank you”Maybe…but…E.g. (Pupil) “Sir, David is giving me dirty looks”, (Teacher) “ Maybe he is, but I wouldreally like you to continue with your work, thank you” JEB Educational Consultancy Limited 07950 787260 JebEducation@aol.com
  11. 11. J. E. B. Educational Consultancy LimitedBehaviour Management TechniquesThank You For The CriticismE.g. (Pupil) “Sir, you have got sweat stains on your shirt.”, (Teacher) “ Thanks for pointingthat out, you have just reminded me to put a new shirt on for tomorrow – back on withyour work now, thank you.”Agree With The CriticismE.g. (Pupil) “Sir, it stinks in this room.”, (Teacher) “ I agree with you. Open the windowand back on with your work, thank you.”Search For The Grain Of Truth In The CriticismE.g. (Pupil) “Sir, this lesson is boring.”, (Teacher) “ Why do you say that?”(Pupil) “Because all we ever do is write.” (Teacher) “ I can understand what you aresaying and I will try and organise some practical work for next lesson.”Smile TherapyE.g. (Pupil) “I hate you Sir.” Teacher responds by smiling calmly at the pupil.Reflect and RedirectE.g. (Teacher) “Louise what are you doing out of your seat?” (Pupil) “Nothing”(Teacher) “What should you be doing?” (Pupil) “Finishing off my drawing Sir”(Teacher) “Go and do it then thank you”Provide Escape RoutesE.g. (Teacher) “Eric will you sit on your chair” (Pupil) “No, I don’t want to sit on my chair”(Teacher) “Good choice is you sit on your chair and there will be no problem. Bad choiceis you choose not to sit on your chair and you will have a break detention. You decide.”The teacher then walks away. When the pupil conforms the teacher says, “Good choiceEric”.HumourE.g. Pupil shouts out “S***”. Teacher smells the air and says “you will be in it if you sayanything like that again” JEB Educational Consultancy Limited 07950 787260 JebEducation@aol.com
  12. 12. J. E. B. Educational Consultancy LimitedBrain Gym Ideas A B C D E F G l t r r t t l H I J K L M N l r t t r l l O P Q R S T U t t l r t r r V W X Y Z t l l l r1. Animated Alphabets a. As the teacher reads out the letters of the alphabet the student has to raise either their left, right or both arms together, following the instruction on the chart. b. As above but with the addition of raising the opposite leg to the hand as the letter is read out. Jump when both arms are raised together. c. Do this activity in reverse starting at Z rather than A.2. Alphabet Name Game As the teacher reads out the letters of the alphabet the students have to raise their hands up together if that letter appears in their name.3. Multiple Cricket If the teacher shouts out a number that is a multiple of 3 the students do the sign for 6 in cricket. If the number shouted out is a multiple of 4 the students have to make the sign for a 4 in cricket. If the number is a multiple of 3 and 4 they make both cricket signs.4. Criss-Cross Hands Students cross hands in front of their face and touch their nose with one hand and their ear with the other. Then cross hands other way, changing hands an touching the nose and other ear. JEB Educational Consultancy Limited 07950 787260 JebEducation@aol.com
  13. 13. J. E. B. Educational Consultancy Limited The 5 Key Qualities of the Most Outstanding Teachers and Staff1. Firm, Fair, Clear Boundaries2. Excellent Interpersonal Skills – Able To Form Positive Relationships3. Learning Through Fun, Interesting, Engaging Lessons4. High Level Performance Consistently5. Exude Confidence JEB Educational Consultancy Limited 07950 787260 JebEducation@aol.com
  14. 14. J. E. B. Educational Consultancy Limited1 - Firm, Fair, Clear Boundaries “Now teachers are ordered to smile at their pupils.” (Daily Mail 6/4/10) “Greet expectations.” Yabub Qureshi (MEN 17/12/08) “All schools should ensure that all teachers operate a classroom seating plan… Educational research has shown that where pupils are allowed to determine where they sit, their social interactions can inhibit teaching and create behaviour problems” Steer Report 2005 JEB Educational Consultancy Limited 07950 787260 JebEducation@aol.com
  15. 15. J. E. B. Educational Consultancy Limited2 - Relationships “Detention Does Not Work.” The Guardian, April 2010 “Look after the parents, schools to be told.” 21st Century Schools (TES 12/12/08) “Why Pushy Parents Are The Teachers Friend.” (TES Magazine18/9/09) “Good teacher? Must be joking.” David Spendlove (MEN 24/11/08) “When we survey pupils about the rewards they actually want, it‟s not money, sweets oriPods, but in both primaries and secondaries the number one reward is consistently a positive phone call to parents.” Paul Dix, TES, 5th February 2010 JEB Educational Consultancy Limited 07950 787260 JebEducation@aol.com
  16. 16. J. E. B. Educational Consultancy Limited3 – Learning Through Fun, Interesting, Engaging Lessons Clear Learning Objectives & Outcomes WALT What Are We Learning Today WILF What Am I Looking For TIB/WIB This Is Because/Why Am I Bothered WAGOLL What A Good One Looks Like WINK What I Now Know WIFM What’s In It For Me CITV Connect Into Their Values JEB Educational Consultancy Limited 07950 787260 JebEducation@aol.com
  17. 17. J. E. B. Educational Consultancy Limited3 – Learning Through Fun, Interesting, Engaging Lessons Avoiding Passive LearnersThink G roup A skPair P air 3Share S olo Before M e JEB Educational Consultancy Limited 07950 787260 JebEducation@aol.com
  18. 18. J. E. B. Educational Consultancy Limited3 – Learning Through Fun, Interesting, Engaging Lessons Catering For Different Abilities Q U D O S C/C JEB Educational Consultancy Limited 07950 787260 JebEducation@aol.com
  19. 19. J. E. B. Educational Consultancy Limited3 – Learning Through Fun, Interesting, Engaging Lessons Practical Activities To Motivate and Engage Different Learners• Grand Prix – Students are put into teams. Each group are allocated a different set of coloured cards that are placed in a centralised position. Each group nominate someone to be the runner. The runner comes and gets the first card and takes it back to the group. They then goes to the teacher with the answer. If they answer correctly they then go and get the next card and so on. They first team to answer the questions correctly wins.• Mastermind – Students are split into teams. Stage 1 – The group are given x amount of time to write down as many things they know/can remember about a certain topic. Stage 2 – The group construct x number of questions from the information they have written down. Stage 3 – The group then rank the questions in order from least to most difficult. Stage 4 – Each group then asks their questions to one of the other groups. They also answer the questions from one of the other groups. Each group nominates the person to answer and ask the questions on the group’s behalf. The rest of the group are still involved as the person answering the questions has 3 lifelines to be able to seek help from their team mates. The teams that get the most answers correct are the winners.• Carousel – 2 circles are made, an outer and inner circle with students facing one another. The students then discuss a topic for a certain period of time. The students then move round to someone else, continuing to discuss the topic. The outer ring stays where it is with the inner ring moving a place to the left.• Airplanes – Pupils make an airplane. They write something down they have remembered from the lesson inside the airplane and then throw it. The pupil nearest to where the airplane lands picks it up and writes something themselves and so on. The teacher then asks one or two students to read out what is inside the airplane and may ask questions to the group about the content on the airplane to reinforce learning further. JEB Educational Consultancy Limited 07950 787260 JebEducation@aol.com
  20. 20. J. E. B. Educational Consultancy Limited3 – Learning Through Fun, Interesting, Engaging Lessons Practical Activities To Motivate and Engage Different Learners• Splat – The class is divided into at least two teams. All the answers are written on a board. One pupil from each side comes up to the board. The teacher asks a question and when the pupil knows the answer they splat it on the board at the same time as shouting it out. The first one to splat it correctly stays on. The loser sits down and another member of their team comes up. The audience are always involved because if they know the answer they can get off their seat and whisper it to their team mate at the front.• Hot Seating – In groups the pupils write down questions they would like answering on a certain topic. The teacher then goes into the role and answers questions from the audience. They may wear something to signify when they are and are not in the role. JEB Educational Consultancy Limited 07950 787260 JebEducation@aol.com
  21. 21. J. E. B. Educational Consultancy Limited4 – High Level Performance Consistently Sharing Good Practice “Classroom cameras to make sure teachers do a good job” (MEN 4/3/09) “75 minutes to up your game” Dylan Williams (TES 28/11/08)Dylan Williams, the guru of AFL, advocates spending 75 minutes a month sharing ideas and this can transform a poor teacher to a good teacher, a good teacher to anoutstanding teacher and improve pupils learning by 50%. JEB Educational Consultancy Limited 07950 787260 JebEducation@aol.com
  22. 22. J. E. B. Educational Consultancy Limited5 – Exude Confidence “My Body Says Behave!... I’m fluent in body language” Emily Shark, TES 25//04/08 JEB Educational Consultancy Limited 07950 787260 JebEducation@aol.com
  23. 23. J. E. B. Educational Consultancy Limited “Deal with it yourself.Passing your nightmare pupils onto asupposedly tougher and more senior member of staff for treatment is the biggest classroom mistake you can make. The kids just get a clearmessage that you can‟t deal with mebut a stronger member of staff can.” Biddy Passmore, TES Magazine 27/6/08 JEB Educational Consultancy Limited 07950 787260 JebEducation@aol.com
  24. 24. J. E. B. Educational Consultancy Limited “It is the schools which discourageteachers from passing problems onto someone else, preferring to face the issue, which have the fewest exclusions and discipline difficulties.” Alison Brace – TES 03/11/00 JEB Educational Consultancy Limited 07950 787260 JebEducation@aol.com
  25. 25. J. E. B. Educational Consultancy Limited Little Pointers• Remember we are all the decisive element!• Believe you can make a difference• Be calm – avoid shouting• Plan for the behaviour before it happens• Focus on the good pupils• Praise good behaviour• Reward good behaviour• Deal with inappropriate behaviour as privately and discreetly as possible• Focus on what the pupils should be doing• Give pupils escape routes and choices• Give pupils the responsibility for their own behaviour• Be consistent – take the action you promise• Follow up on issues and take ownership of the situation• Intervene quickly and calmly when inappropriate behaviour occurs – do not let it escalate• Avoid focussing on secondary behaviours• Don’t take inappropriate behaviour personally• Be non confrontational• Be assertive not aggressive• Build relationships• Make lessons interesting• Have a sense of humour• Enjoy what you are doing• Be positive• Be a radiator, not a drainer JEB Educational Consultancy Limited 07950 787260 JebEducation@aol.com
  26. 26. J. E. B. Educational Consultancy Limited Be Positive – It Makes a DifferenceIt Makes a Difference“It is out of a positive attitude that positive actions take place andpositive results are gained.”Headteacher Burnage High SchoolThe More Challenging the Pupils, The More Positive We Have Got To Be“It’s like a man with two sons. One is clever, polite and successful, whilethe other is the criminal, a drug user and a bad man. He must love thebad ten times as much as the good son.”Sam HammanIn Reality The Most Challenging Pupils Receive Least Praise“A child needs encouragement like a plant needs sun and water.Unfortunately those who need encouragement most, get it the leastbecause they behave in such a way that our reaction to them pushesthem further into discouragement and rebellion.”Rudolf Dreikurs“You can’t be good unless you love it.”Happy Mondays JEB Educational Consultancy Limited 07950 787260 JebEducation@aol.com

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