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Corrective Language Mind The Gap
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Corrective Language Mind The Gap

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Behaviour Management

Behaviour Management

Published in: Education, Technology

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Transcript

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