MIND THE GAP Corrective language and its correct usage <ul><li>Bonny Holland  </li></ul><ul><li>Behaviour  Consultant </li...
All in a day’s work teaching children in 2008 <ul><li>Inattention, tiredness </li></ul><ul><li>Talking out of Turn </li></...
The discipline of noticing <ul><li>Standards </li></ul><ul><li>Timing </li></ul><ul><li>Signals from you that you noticed ...
Levels of misbehaviour <ul><li>Teacher within the classroom, support staff </li></ul><ul><li>Teacher beyond the classroom,...
Relationships and responses <ul><li>Your relationship with a pupil is a major determinant of how an incident will turn out...
Stage 1 Approach language <ul><li>OK so you’ve noticed something…….but is it worth noticing? </li></ul><ul><li>Is it a low...
Task  <ul><li>In pairs discuss typical incidents that you might notice in a classroom at this school that would require yo...
Incidents <ul><li>Equipment </li></ul><ul><li>Uniform </li></ul><ul><li>Language usage </li></ul><ul><li>Physicality </li>...
Stage 1 What to say, what to do? <ul><li>Make a descriptive statement indicating what exactly it is you’ve noticed </li></...
Stage 1: Stem sentences <ul><li>You are… </li></ul><ul><li>I see …. </li></ul><ul><li>We are…. </li></ul><ul><li>I am…. </...
Typical pupil responses <ul><li>Ignoring </li></ul><ul><li>Confirmation and self correction </li></ul><ul><li>Secondary de...
Stage 2: Standards and Rules <ul><li>The rule is…. </li></ul><ul><li>That is…. </li></ul><ul><li>In this lesson all studen...
Stage 2: Pupil responses <ul><li>Explanations, persuasive statements </li></ul><ul><li>Dismissive language </li></ul><ul><...
Stage 3 Advice giving <ul><li>Advice giving statements </li></ul><ul><li>Allow  take up time </li></ul><ul><li>You need to...
Stage 3 support <ul><li>Repeat the advice statements </li></ul><ul><li>Describe the pupil response as you see it </li></ul...
Stage 4 <ul><li>Describe preferred future </li></ul><ul><li>Describe future scenarios </li></ul><ul><li>Re state advice an...
Stage 5 Interventions <ul><li>Seek advice and coaching  on a detailed evaluation of the strategies you used. </li></ul><ul...
Why choose to do it this way? <ul><li>“ Students with poor sequential auditory memory skills.” </li></ul><ul><li>They don’...
Why choose to do it this way? <ul><li>“ Students who have an unbalanced emotional and cognitive profile.” </li></ul><ul><l...
Why choose to do it this way? <ul><li>“ Pupils who have a recognised speech and language impairment.” </li></ul><ul><li>Th...
Impact of Restorative approaches <ul><ul><li>A reduction in exclusions </li></ul></ul><ul><ul><li>An improvement in self e...
VT FourS Support <ul><li>[email_address] </li></ul><ul><li>Coaching in the promotion of  behaviour for learning  and raisi...
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Corrective Language Mind The Gap

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Corrective Language Mind The Gap

  1. 1. MIND THE GAP Corrective language and its correct usage <ul><li>Bonny Holland </li></ul><ul><li>Behaviour Consultant </li></ul>
  2. 2. All in a day’s work teaching children in 2008 <ul><li>Inattention, tiredness </li></ul><ul><li>Talking out of Turn </li></ul><ul><li>Calling out </li></ul><ul><li>Isolated incidents of rudeness </li></ul><ul><li>Drinking, eating in class </li></ul><ul><li>Failure to share resources and co-operate </li></ul><ul><li>One off failure to follow reasonable requests </li></ul><ul><li>Careless behaviour </li></ul><ul><li>Lateness </li></ul><ul><li>No equipment / wrong equipment </li></ul><ul><li>Uniform infringements </li></ul><ul><li>Homework issues </li></ul>
  3. 3. The discipline of noticing <ul><li>Standards </li></ul><ul><li>Timing </li></ul><ul><li>Signals from you that you noticed </li></ul><ul><ul><li>Verbal </li></ul></ul><ul><ul><li>Gestures </li></ul></ul><ul><ul><li>Body language: proximity, stance, position </li></ul></ul><ul><ul><li>Visual signs: graphics </li></ul></ul>
  4. 4. Levels of misbehaviour <ul><li>Teacher within the classroom, support staff </li></ul><ul><li>Teacher beyond the classroom, support staff </li></ul><ul><li>Head Of Year involved </li></ul><ul><li>Senior Leadership Team involved </li></ul><ul><li>Outside agencies involved </li></ul>
  5. 5. Relationships and responses <ul><li>Your relationship with a pupil is a major determinant of how an incident will turn out. </li></ul><ul><li>The use of corrective language can have a significant impact on the adult/pupil relationship. </li></ul>
  6. 6. Stage 1 Approach language <ul><li>OK so you’ve noticed something…….but is it worth noticing? </li></ul><ul><li>Is it a low level infringement? </li></ul><ul><li>Is it medium level? </li></ul><ul><li>Is it high level misbehaviour? </li></ul><ul><li>Is it impacting on learning? </li></ul>
  7. 7. Task <ul><li>In pairs discuss typical incidents that you might notice in a classroom at this school that would require you to respond; select one and describe it on a post it. </li></ul><ul><li>Example </li></ul><ul><li>A Y9 boy enters my classroom just after break time with a tie around his head. </li></ul>
  8. 8. Incidents <ul><li>Equipment </li></ul><ul><li>Uniform </li></ul><ul><li>Language usage </li></ul><ul><li>Physicality </li></ul><ul><li>Attitude and manner </li></ul><ul><li>Health and safety </li></ul><ul><li>Other </li></ul>
  9. 9. Stage 1 What to say, what to do? <ul><li>Make a descriptive statement indicating what exactly it is you’ve noticed </li></ul><ul><li>Pause for the…..explanation that this approach will lead to </li></ul><ul><li>Questions that begin with ‘Why….’ </li></ul><ul><li>Statements that illicit a defensive reaction </li></ul><ul><li>Change to the pace of the lesson </li></ul>
  10. 10. Stage 1: Stem sentences <ul><li>You are… </li></ul><ul><li>I see …. </li></ul><ul><li>We are…. </li></ul><ul><li>I am…. </li></ul><ul><li>You have… </li></ul><ul><li>The ….. </li></ul><ul><li>It is…. </li></ul>Write a stem sentence starter to match your incident
  11. 11. Typical pupil responses <ul><li>Ignoring </li></ul><ul><li>Confirmation and self correction </li></ul><ul><li>Secondary defensive behaviours </li></ul><ul><li>Avoidance behaviours </li></ul><ul><li>Distraction behaviours </li></ul><ul><li>Low level verbal abuse </li></ul>
  12. 12. Stage 2: Standards and Rules <ul><li>The rule is…. </li></ul><ul><li>That is…. </li></ul><ul><li>In this lesson all students need to….. </li></ul><ul><li>In this class….. </li></ul><ul><li>At this school…. </li></ul><ul><li>When.. students must…. </li></ul><ul><li>At home people can ….but at school… </li></ul>
  13. 13. Stage 2: Pupil responses <ul><li>Explanations, persuasive statements </li></ul><ul><li>Dismissive language </li></ul><ul><li>Dismissive body language </li></ul><ul><li>Attempts to involve others, inclusion </li></ul><ul><li>Attempts to blame others, deflection </li></ul>
  14. 14. Stage 3 Advice giving <ul><li>Advice giving statements </li></ul><ul><li>Allow take up time </li></ul><ul><li>You need to….. </li></ul><ul><li>You can either…or… </li></ul><ul><li>I can ….for you…if you….. </li></ul><ul><li>Now you should….. </li></ul>
  15. 15. Stage 3 support <ul><li>Repeat the advice statements </li></ul><ul><li>Describe the pupil response as you see it </li></ul><ul><li>Simple consequences also diagram </li></ul><ul><li>Pupil responses </li></ul><ul><li>Ignoring </li></ul><ul><li>Verbal abuse </li></ul><ul><li>Physical abuse of surroundings </li></ul>
  16. 16. Stage 4 <ul><li>Describe preferred future </li></ul><ul><li>Describe future scenarios </li></ul><ul><li>Re state advice and choices </li></ul><ul><li>Significant disruption of lesson </li></ul><ul><li>Refusal or inaction and defiance </li></ul><ul><li>Serious verbal or physical abuse </li></ul>
  17. 17. Stage 5 Interventions <ul><li>Seek advice and coaching on a detailed evaluation of the strategies you used. </li></ul><ul><li>Make a referral for a Restorative Justice Approach to be arranged if this is deemed appropriate by Senior staff. </li></ul><ul><li>Follow the School Behaviour Policy for sanctions and rewards. </li></ul>
  18. 18. Why choose to do it this way? <ul><li>“ Students with poor sequential auditory memory skills.” </li></ul><ul><li>They don’t know what to do 10 seconds after you’ve explained it! </li></ul><ul><li>“ Students who have dyspraxic features.” </li></ul><ul><li>They know what to do but they fail in the carrying out part which causes them frustration. </li></ul>
  19. 19. Why choose to do it this way? <ul><li>“ Students who have an unbalanced emotional and cognitive profile.” </li></ul><ul><li>They are ‘clever’ but are easily irritated and are impatient with a short attention span. </li></ul><ul><li>“ There is a significant number of students with special needs in the class.” </li></ul><ul><li>A big group have trouble writing anything down and are poor readers. </li></ul>
  20. 20. Why choose to do it this way? <ul><li>“ Pupils who have a recognised speech and language impairment.” </li></ul><ul><li>They misunderstand and get muddled by further explanations. </li></ul><ul><li>“ There is a small number of pupils with poor language and social skills.” </li></ul><ul><li>They can have a bad attitude responding to teachers correcting them. </li></ul>
  21. 21. Impact of Restorative approaches <ul><ul><li>A reduction in exclusions </li></ul></ul><ul><ul><li>An improvement in self esteem </li></ul></ul><ul><ul><li>Improved attendance </li></ul></ul><ul><ul><li>Improved results </li></ul></ul><ul><ul><li>Happier staff </li></ul></ul><ul><li>Maximising life chances and choices </li></ul>
  22. 22. VT FourS Support <ul><li>[email_address] </li></ul><ul><li>Coaching in the promotion of behaviour for learning and raising standards </li></ul>

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