1) The document discusses effective classroom management strategies, focusing on developing a positive classroom culture and understanding student behavior from a brain science perspective. 2) It emphasizes the importance of being a role model, using recognition over punishment, restorative practices, and meeting student needs as outlined in Maslow's hierarchy. 3) The author shares tips for managing their own emotions when students test limits, such as keeping solid, positive, in control, and focused, as well as the importance of being a champion for every child.

1. Good Teaching -
Myths vs Realities
Managing Behaviour - Let's Start by
Being Reflective..... What Can We Do
First?

2. Who Am I?
• Paul Samuel
• Scotland – Wales
• Left school 16 – ‘troubled child’
• Wine Waiter, Concierge, Supermarket Attendant, Postal Service
• Re-discovered education
• Outdoor Education @ College – worked in the industry (‘disaffected
youths’)
• Leisure Management – managed a Leisure Centre
• Teaching Degree - High School then Primary School (Reception, Year 3, 5
& 6)
• Worked in India, Spain and Canada
• Principal for 12 years – 2 schools including a PRU
• ESTYN School Inspector for 14 years – Inspected over 30 schools

3. Passionate about:
• All students have the opportunity to achieve
their full potential
• All students receive the best possible
opportunity for success
• Helping all students to develop a love for life-
long learning
• Helping educationalists to become the best
they can

4. Plan For The Session
• The Culture Within Our Classes & Schools
• ‘Brain Science’ – Student Behaviour
• The Use Of Rewards & Sanctions
• Dealing With Our Emotions
• Supporting In The Most Challenging Situations

5. The Culture Within Our
Classrooms and Schools

6. In the management of
behaviour it is culture that
eats strategy for breakfast.
Shoot one rabbit at a
time. Try to shoot 2 and
you will surely miss.

7. The Asch Experiment
https://youtu.be/qA-gbpt7Ts8

8. A Different Take On the ‘Asch
Experiment’
https://youtu.be/BgRoiTWkBHU

9. Behaviour
management is
counter-intuitive.
Often what feels like
the right thing to do
is the least effective
response.

10. Caring & Deadly Habits
Seven Caring Habits Seven Deadly Habits
Supporting Criticising
Encouraging Blaming
Listening Complaining
Accepting Nagging
Trusting Threatening
Respecting Punishing
Negotiating Differences Bribing or Rewarding To Control
Behaviour

11. The Science Of The Brain

13. “Why The Dog Won’t Show It’s Eyes”
Learning Points:
• We are role models for learning
• We are educated, qualified adult professionals
and we still experience the same frustrations
with learning as those we teach.
• Learners who have low reading ages or
struggle in other areas of their learning
experience the same feelings as many of you
just then. Yet they experience that fear every
day and sometimes all day.

14. Why the dog won’t show its eyes time back way way back
befor people got cleavver they had the 1st knowing. They
los it when they go the cleverness and now the cleverness
is gone as wel. Every thing has a shape and so does the
nite only you cant see the shape of note nor you cant
think it. If you put your self right you can know it. Not
with knowing in your head but with the 1st knowing.
Where the number creaper grows on the dead stoans and
the groun is sour for 3 days digging the nite stil knows the
shape of itself tho we don't. Some times the nite is the
shape of a ear only it anint a ear we know the shape of.
Lissening back for all the souns whatre gone from us. The
hummering of the dead towns and the voyces befor the
towns ben there. Befor the iron ben and fireben only littl.
Lissening for whats coming as wel. Time back way way
back 1 time it wer Ful of the….

15. What Can We Do?
• Meet and Greets (https://youtu.be/BUQIARSN3ag)
• Consistent routines and systems within our classrooms
• Develop a culture of ‘safe risk taking’ – make mistakes
ourselves
• Vary working groupings – to foster effective inter-
personal relationships
• Be consistent in our management of behaviour and
focus on the behaviour NOT the student
• Be effective role models
(https://youtu.be/7d4gmdl3zNQ)

16. What About The Culture In This
School & Classroom
https://youtu.be/EOhH_VVSMuM

17. Rewards & Sanctions
Most behaviour
management systems and
structures are based on
‘Chinese Whispers’ that
have drifted down through
the years.

18. 1. Positive note home
2. Phone-call home
3. 1:1 time with the teacher
4. Positive recognition from another adult
5. Choosing something to do with a peer
What are the most effective
rewards you use or have seen
used in schools.

19. Retrain your
students into a new
rhythm of work with
a recognition
mechanism that
encourages positive
peer influence.

20. • Recognition boards are targeted at one ‘Learning Attitude’ at
a time.
• Names or tallies go on the board to recognise learners who
are demonstrating the desired learning attitude.
• Names or tallies are never removed.
• Learners can nominate others to be put on the board
• The key is to generate peer responsibility – it’s not a
competition.
• Recognition Boards need refreshing every week.
• Recognition Boards are intended to recognise effort.
• When everyone's name is on the bboard or the tally target is
achieved a collective reward is issued (the simpler the better).
• Use the Recognition Board to persistently and relentlessly
catch learners demonstrating the right attitude to learning.
Recognition Boards

21. Effective consequences are:
executed quickly, reflective and
leave no nasty aftertaste.
• Sanctions MUST NOT make learners famous (Slide 22)
• Simple sanctions steps – School Code of Conduct
((https://www.dropbox.com/s/kxus372txdf16cn/SJACPS
%20Behvaiour%20Code.doc?dl=0))
• Restorative Conversations (Slide 23)
• ‘Common Scripts’
The Use Of Sanctions

22. ‘30 Second Intervention’
1. Gentle approach, personal, non-threatening, side on eye
level or lower.
2. State the behaviour that was observed and which rule /
expectation it contravenes.
3. Tell the learner what the consequence of their action is.
Refer to previous good behaviour / learning as a model for
the desired behaviour.
4. Walk away from the learner, allow them time to decide what
to do next. If there are comments when you walk away,
make a note and address later.

23. ‘Restorative Conversations’
Reminders:
1. A good RC should take no
more than 10 mins.
2. It should be carried out
between the teacher and the
student.
3. It should be carried out as
soon as possible.
4. It should be carried out in
private.
5. It is NOT about getting an
apology from the student.
6. The questions are not just for
the student – the student is
not being interviewed.
Examples Of RC Questions:
1. What happened?
2. What were you thinking at
the time?
3. Who has been affected by
the actions?
4. How have they been
affected?
5. What needs to be done now
to make things right?
6. How can we do things
differently in the future?

24. Understanding Our Students And
Their Behaviours

25. Maslow’s “Hierarchy of Need”
Physical Needs: - Air, food, water, shelter,
medical care, rest & recreation.
Safety Needs – Safe from threats,
treated fairly, trusted and to trust.
Love & Friendship Needs – to
give & receive love, to belong.
Self – Esteem
The “ Value ” Need.
Self-fulfilment
and Actualisation.

26. Adult's Behaviours
that Challenge Our Students
 Low expectation. Boring repetitive activities, routines,
resources
 Staff having favourites, inconsistency, moving the goal-posts
 Being taken for granted, talk about them, not to them.
Personal space invaded, over-facing dominating.
 Treating age inappropriately
 Lack of tolerance, being shouted at: Hectoring & “finger-
wagging”
 No sense of humour, not prepared to laugh at self
 Lack of differentiation, (Personal and Curriculum)
 Treated with no dignity & respect

27. Adult's Behaviours
that Challenge Our Students
 Not being consulted, Listened to.
 Not being given choices
 Inflexibility of attitude& behaviour, rigidity of expectation
 Invasion of personal space / staff who come too close for
comfort
 Being belittled, humiliated, made fun of, publicly and
privately
 Being bored, rejected & ignored
 No effort from staff to make feel special or valued, no
advocacy for the children. The “me” and “them”
approach

28. Crisis - Level 3
Anxiety - Level 1
Belligerence - Level 2
CONFLICT can
result when situations
escalate into a power
struggle which somebody is
going to lose
REACTIONS from
adults and peers can mirror
belligerence and feed the
crisis
BEHAVIOURS
can provoke thoughtless
reactions from adults and
peers
FEELINGS
thoughts and
perceptions can be
influenced by negative
controlling behaviours
EXPERIENCES can
be real or imagined

29. Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
Level 1
Level 2
Level 3
Time
Anxiety /
Trigger
Defensive /
Escalation
Crisis
Recovery
Depression
6 Stages of a Crisis
Follow Up
Need for
diversion,
support and
reassurance
Need for
diversion,
reassurance,
clear limits,
boundaries
and choices
Possible need
for Restrictive
Physical
Intervention
appropriate for
the service user
Need for
coordinated
letting go.
Support,
reassurance
Need for
observation,
support and
monitoring
Need for
positive
listening
and debrief

30. Dealing With Our Own Emotions
A child needs
your love most
when they
deserve it least
The only behaviour
that you have
absolute control
over is your own

31. What pushes your
buttons?
(https://youtu.be/o5zhegzN0Ko)

32. How Should We Respond?
Test 1 Keep Solid
Test 2 Keep Positive
Test 3 Keep in Control
Test 4 Keep Focused
They will test you
They want you to
pass

33. What Haven’t We Looked At?
Lots & Lots & Lots:
• The 5%’ers
• Documentation
• Recording of incidents
• What to do when it all goes wrong – Physical
Intervention
• Engaging Parents
• And so much more…

34. Every Child Needs A Champion
https://youtu.be/SFnMTHhKdkw