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Pgce behaviour managment workshop
- 2. Session Aims To develop an understanding of issues related to the management of children’s behaviour. To develop practical strategies to manage behaviour. School Behaviour Management Policy Advice from other teachers
- 3. The 4 goals of misbehaviour Attention – shouting out, tapping, leaving the classroom, banging on the table. Power – refusal to comply Revenge – theft, damage. Display of inadequacy or escape by withdrawal – not working, copying, ‘can’t do it’, no PE kit.
- 5. How can we manage behaviour? School Policy Strategies Model the behaviour Non verbal communication PRAISE!
- 6. A teacher must… Set high expectations which inspire, motivate and challenge pupils. • Establish a safe and stimulating environment for pupils, rooted in mutual respect. • Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions. • Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.
- 7. A teacher must… Manage behaviour effectively to ensure a good and safe learning environment Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.
- 9. The 4 C’s of Managing Behaviour
- 10. CALM
- 11. CONSISTANT
- 12. CLEAR
- 13. CONFIDENT
- 14. What everyone else says.
- 15. Set your standards in lesson 1 and don’t digress… Consistency is key.
- 16. Keep going, be persistent and remember, we all have bad days.
- 17. Don’t take poor behaviour personally.
- 18. Behaviour is communication, try to find the function of the behaviour.
- 19. Get to know your pupils, when the children learn they have things in common which supports relationship building.
- 20. 1. Use humour 2. Never humiliate them 3. Praise in public, reprimand in private. 4. Always follow through your sanctions. 5. Don’t put yourself in a stand off situation. Try to diffuse.
Editor's Notes
- Thanks for coming Background on me Feedback is welcome with open arms
- To understand the schools behaviour management policy / look at how we can escalate behaviour management situations in school.
- 1 – Attention: “I only belong when I am being noticed” 2 – I only belong when I am in control or I am the boss 3 – I belong only belong by hurting others as I feel hurt. I cannot be loved. 4– I belong only by convincing others not to expect anything from me.
- Behaviour acts as a communication aid for some young people. When they act out or behave in a certain way they could be trying to tell you that they are Frustration – they can’t do something or can’t tell you what they want Fear – they are frightened of something Strong feelings – they are unhappy or angry about something; they dislike or are unhappy about a situation. Anxiety – they are feeling confused, worried, stressed, unable to think well Hyperactivity – they have excess energy and cannot seem to burn it off Discomfort – they are in pain and can’t tell you Attention – they are making attempts to meet their need for attention, attachment and interaction by behaving in a certain way and they are wanting engagement with you Difficulty with understanding – if your child has difficulties with understanding, they may not know what is expected. They may need time to work out what you mean and so don’t respond to an instruction when you expect them to. They might not know what is happening around them or retain information that you have given them. Difficulty processing or making sense of sensory experiences in the environment – for example, certain touch, noise and lights may stress your child. Some children may have hyper or hypo-sensitivities to certain stimuli in an environment. Seeking sensory input and/or experiences It is up to us, to support these young people in finding strategies to hep them cope and ways to deal with it moving forwards. We may see a lot of these in our SEND students because of there needs.