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Staff meeting behaviour

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Sammy Fugler
Sammy Fugler

Rainbow Staff meeting - 27th Jan 2020, behaviour;

Education
1 of 21
APPROACHESTO DEALING WITH CHALLENGING BEHAVIOUR Sammy Fugler Monday 27th January 2020
Decide…
Key messages 1. Clear expectations 2. Positive learning environment 3. Consistent framework 4. Reflect
Ground Rules Use ground rules as a basis for promoting positive behaviour and discouraging unwanted behaviour
Positive language
Focus on desired and not undesired behaviour State what youWANT the child to do…. Rather than commenting on what you do NOT want the child to do
Make sure the environment you have created will ENGAGE children
Make sure that children know what they are doing / what their options are Choose something to do… Everyone tidy up Stop that! Do something sensible! Play nicely out here for 10 minutes Just wait!
Praise quickly and consistently. Make sure children understandWHY you’re praising them Wow! Great It was lovely that you helped Jilli settle when she came in this morning! Good job! I can see you have got really messy – well done for taking part so well! Thank you for letting Eddie go first with the scissors, great sharing!
Tips and thoughts for developing self- control ■ Children learn emotional regulation from our modeling ■ Children take their cues about anxiety from the adults and peers around them ■ Every time we set a limit that the child accepts, they are practicing self-control (three more, and then its Romi’s turn) ■ Punishment doesn't encourage self-discipline because the child isn't actually choosing to stop; they are being forced
Talk clearly, simply, and often about behaviours that matter Reading time is quiet time Take turns with the bimbas Now is the time to listen and follow directions Being helpful can make you and others feel happy Keep rules and expectations simple, and remind children often when it’s time to follow them
Realistic expectations | Attention span
Unwanted Behaviour What is it?
3 Key behviour considerations: ■ Disengaged ■ Disruptive ■ Unacceptable
Some strategies ■ Counting down… ■ Clapping or clicking ■ Distraction ■ Eye contact ■ Reassuring physical contact ■ Tones of voices and volume ■ Very clear instructions – bite size ■ Key words ‘focus’ or ‘welcome back’ or ‘and… listen’ ■ Honesty… “I’m feeling….” ■ Moving a child
Steps to Intervention… • Help the child understand that his/her behaviour is up to them • If necessary, remove the child from the situation and keep him/her with you. If behaviour persists, act calmly and promptly. • Discuss feelings and rules after a reasonable period of calm. • Involve the child in the decision of when to go back because taking responsibility for his/her own behaviour is an important part of instilling self-control • Help the child be acceptable when he/she does come back so that he/she has the experience of substituting unacceptable behaviour for acceptable
Quick think! Effective strategy or not?
Every Child is different Every child is different, every situation is different, therefore; every response needs to be different. There is not one approach, but there are many approaches. We must find the right approach and the right strategy for each situation
Reflective Practitioner
Scenarios

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Staff meeting behaviour

  • 3. Key messages 1. Clear expectations 2. Positive learning environment 3. Consistent framework 4. Reflect
  • 4. Ground Rules Use ground rules as a basis for promoting positive behaviour and discouraging unwanted behaviour
  • 6. Focus on desired and not undesired behaviour State what youWANT the child to do…. Rather than commenting on what you do NOT want the child to do
  • 7. Make sure the environment you have created will ENGAGE children
  • 8. Make sure that children know what they are doing / what their options are Choose something to do… Everyone tidy up Stop that! Do something sensible! Play nicely out here for 10 minutes Just wait!
  • 9. Praise quickly and consistently. Make sure children understandWHY you’re praising them Wow! Great It was lovely that you helped Jilli settle when she came in this morning! Good job! I can see you have got really messy – well done for taking part so well! Thank you for letting Eddie go first with the scissors, great sharing!
  • 10.
  • 11. Tips and thoughts for developing self- control ■ Children learn emotional regulation from our modeling ■ Children take their cues about anxiety from the adults and peers around them ■ Every time we set a limit that the child accepts, they are practicing self-control (three more, and then its Romi’s turn) ■ Punishment doesn't encourage self-discipline because the child isn't actually choosing to stop; they are being forced
  • 12. Talk clearly, simply, and often about behaviours that matter Reading time is quiet time Take turns with the bimbas Now is the time to listen and follow directions Being helpful can make you and others feel happy Keep rules and expectations simple, and remind children often when it’s time to follow them
  • 13. Realistic expectations | Attention span
  • 15. 3 Key behviour considerations: ■ Disengaged ■ Disruptive ■ Unacceptable
  • 16. Some strategies ■ Counting down… ■ Clapping or clicking ■ Distraction ■ Eye contact ■ Reassuring physical contact ■ Tones of voices and volume ■ Very clear instructions – bite size ■ Key words ‘focus’ or ‘welcome back’ or ‘and… listen’ ■ Honesty… “I’m feeling….” ■ Moving a child
  • 17. Steps to Intervention… • Help the child understand that his/her behaviour is up to them • If necessary, remove the child from the situation and keep him/her with you. If behaviour persists, act calmly and promptly. • Discuss feelings and rules after a reasonable period of calm. • Involve the child in the decision of when to go back because taking responsibility for his/her own behaviour is an important part of instilling self-control • Help the child be acceptable when he/she does come back so that he/she has the experience of substituting unacceptable behaviour for acceptable
  • 19. Every Child is different Every child is different, every situation is different, therefore; every response needs to be different. There is not one approach, but there are many approaches. We must find the right approach and the right strategy for each situation