This event provided an opportunity for a diverse group to consider ways in which teacher training courses in England can best meet the needs of trainees on matters relating to the behaviour of pupils. The day will be spent discussing ideas (both conceptual and practical) offered by our three keynote presenters and how these might be of benefit to both trainers and trainees.

1. THE LONDON BEHAVIOUR SUMMIT 2009
How best can we prepare new teachers
to manage classroom behaviour?

2. WWW.BEHAVIOUR4LEARNING.AC.
Keynote Presentation
By
Jerome Freiberg

3. WWW.BEHAVIOUR4LEARNING.AC.
H. Jerome Freiberg
John and Rebecca Moores Professor
College of Education, University of Houston
Editor, Journal of Classroom Interaction
Founder , Consistency Management &
Cooperative Discipline®
Presented to the Behaviour4Learning:
Behaviour Summit
London, England April 3, 2009
© 2009 H. Jerome Freiberg. All rights reserved.
DEVELOPING A PROFESSIONAL EDUCATOR:
FIVE EMERGENT PILLARS

4. WWW.BEHAVIOUR4LEARNING.AC.
First Pillar: Prior Knowledge and Experience
with Children and Youth
Youth Development and Interaction Matrix
Parent Older Sibling Youth Leader
After School
Tutor
Camp
Counselor
Day Care
Assistant
Day Care
Teacher
Sports Coach
Testing
Coach
During
School
Mentor
Examples: Developmental Placement Activities In Schools
1st
and 2nd
Year
University
Students
Tutor
Grammar or
Secondary
Students
Teacher
Assistant for
3 hours per
week (for 15
weeks)
Teach
Summer
School
For Students
in Academic
Need
Assist with
Learning and
or Sports
Summer
Camps
Meaningful
Practicum
Experiences
throughout
Coursework

5. WWW.BEHAVIOUR4LEARNING.AC.
Selected Issues in Learning to Teach:
• Future teachers’ prior experiences with children and youth are
varied; practice teachings are all the same.
• Practice Teaching and field placements are ineffective 40-50%
of the time.
• University curriculum congruence with schools (teachers’
methods) for field placements is needed.
• Future teachers receive an array of behaviour models; and
then need to develop their own or
• They are given one model without the opportunity to research
others. A different approach is needed.
• Student teachers need self-assessment and research tools for
professional growth.
First Pillar: Prior Knowledge and
Experience with Children and Youth

6. WWW.BEHAVIOUR4LEARNING.AC.
Preventio
n
Organisation
Caring
Cooperation
Community
Prevent problems before they occur.
Consistent , flexible & predictive
environment: Organising, Instructing
& Assessing Strategies.
Establish and maintain a caring learning
environment.
Provide students opportunities for
cooperative behaviour development.
Merge classrooms/school/community to
support the learner.
Consistency Management & Cooperative Discipline®
• Written permission required for copies ©2007 Dr. H. Jerome Freiberg
All rights reserved.
Second Pillar: Essential Frameworks &
Skills for New Teachers

7. WWW.BEHAVIOUR4LEARNING.AC.
• Based on the 1st
& 2nd
pillars, the level and type of
field experiences would be matched with prior
knowledge and experiences, after a common
foundation experience.
• Tutoring with children and youth
• Assistant in the Classroom (4 hours a week)
• Use a developmental checklist of activities
from bulletin boards for preparing and
teaching a lesson
• Teach/assist in after school programs
Second Pillar Continued:
A Multiple Field/Practicum
Experiences Curriculum

8. WWW.BEHAVIOUR4LEARNING.AC.
Attend 2-day
Behaviour
Workshop,
including
Make-N-Take
Teaching
Simulations
and
Role -Play
Behaviour
Situations
Third Pillar: Mastery Of One BFL System –
Explore Others Then Build An Action Plan
MASTERY of ONE
BEHAVIOUR &
LEARNING
SYSTEM/MODEL &
BUILD AN ACTION PLAN
Teacher As Researcher:
Research Other Behaviour
Models and Systems
Research
Critique:
Books &
Articles
Observe
Models in
Practice
Figure 1. Learner Research Development of Behaviour Systems and Models

9. WWW.BEHAVIOUR4LEARNING.AC.
• Need a comprehensive and congruent approach to
“Behaviour for Learning” (BFL)
• Includes a collaborative curriculum between
education faculty and the schools
• Incorporated into the field placement of practice
and student teachers
• BFL in the university classroom is congruent with
the practicum placements
• BFL is matched with a “Just in Time” practicum
• The learner is given one model to master and
the opportunity to research other models
Fourth Pillar: Congruent Pedagogical
Curriculum Experiences & Just in Time
Field Experiences

10. WWW.BEHAVIOUR4LEARNING.AC.
• Maths Achievement: Focus on changing classroom practices
• Slavin and Lake (2008)
• Focus on research-derived instructional and behaviour
management programs
• Freiberg, Huzenic , and Lamb (in press, Elementary
School Journal, Vol. 110, No. 1)
• Freiberg and Lapointe (2006). Summary review of 900
discipline/management programs
• Create a “Behaviour for Learning” electronic template that
follows the prospective teacher from start to teaching years
one and beyond.
• Study all elements of the process and disseminate the
findings.
Fifth Pillar: Behaviour For Learning –
A Comprehensive Approach

11. WWW.BEHAVIOUR4LEARNING.AC.
Programme Effectiveness:
Ways to Measure Significant Change
• Self-Assessment (audio analysis, journals)
• Field Placement: Classroom observation data from
university and/or Cooperating Teacher
• Rubrics for Course Grading
• Exit Content Assessment for the Learner
• Percentage entering the teaching profession
• Discipline referrals to the office during first year
• Percentage staying after one year and three years
• Randomised studies of different models

12. WWW.BEHAVIOUR4LEARNING.AC.
CONCLUSIONS
• The Five Pillars represent an action plan for BFL
• The school practicum experiences would build on prior knowledge
and experiential learning
• The BFL course would be in proximity with the opportunity to test
philosophies, ideas and skills in schools and other educational
venues
• Future teachers master one researched and classroom tested
BFL model and explore others.
• Utilize several measures to determine impact
• Great programmes build confidence , expertise and caring