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Managing Behaviour for Learning (W3 Intelligent Use of Recognition to…
Managing Behaviour for Learning
W1 Managing your Behaviour to influence their
It's not personal - Fear is not an intelligent way to manage behaviour
Consistency: being unscrupulously fair even in the tough times
Persistence: keeping going in the face of students ignoring you
Follow-up: when you need to see a student after a lesson, after school, always do so
Follow-up: when you need to see a student after a lesson, after school, always do so
See PDF Approaches Preventing and Tackling Bullying
The emotional brain stops the rational brain when in threat. Anything recorded in the amygdala between 0-6 yo is fixed. The amygdala is not fully formed until the age of 25 hence YLs and Teens can be difficult to handle. They are emotional not
rational.
Emotional Intelligence
Daniel Goleman, PhD
W2 Using rules and routines
4 Relentlessly build mutual trust
5 Directly teach the behaviours and learning attitudes you want to see
3 Deal with poor behaviour privately and calmly
6 Talk about values
2 Catch the ss doing something good
7 Follow up follow up follow up
1 Meet and greet at the door
W3 Intelligent Use of Recognition to Motivate
Recognising positive behaviour: Paul Dix writes “It is easy to reward poor behaviour with instant attention, fuelling it with emotion and encouraging it with low expectations” (Teach Primary, 2010).
The question educators need to ask is not how motivated their students are, but how their students are motivated.
Deci and Ryan (1985) describe the use of rewards as “control through seduction.” Control, whether by threats or bribes, amounts to doing things to children rather than working with them. This ultimately frays relationships, both among students (leading to reduced interest in working with peers) and between students and adults (insofar as asking for help may reduce the probability of receiving a reward).
Motivation - Whenever you see an article or a seminar called “How to Motivate Your Students,” I recommend that you ignore it. You can’t motivate another person, so framing the issue that way virtually guarantees the use of controlling devices.
We need to stop asking “How motivated are my students?” and start asking “How are my students motivated?” The kind of motivation elicited by extrinsic inducements isn’t just less effective than intrinsic motivation; it threatens to erode that intrinsic motivation, that excitement about what one is doing.
3 C's of Motivation: CONTENT - is it worth it and appealing to them? COMMUNITY - cooperative learning, caring for one another and working together. CHOICE - making sure that kids are asked to think about what they’re doing and how and with whom and why.
Paul Dix suggests that instead of trying to manipulate students’ behaviour through these methods “We have a duty to develop an understanding of what truly motivates for the long term. Pride, ambition and a sense of belonging pervade the best classrooms and laboratories” (Teach Primary, 2010).
Qs to ask yourself: 1. Is it possible for all ss to earn recognition? 2. Do all ss understand what is expected of them? 3. is the reward system manageable? 4. is the system personal? 5. is the system fair? 6. Does the system predominantly focus on positive behaviour?
4 Levels of recognition: 1. when you give the note to the child. 2. Student takes the note home. 3. The note is shared with family/friends. 4. note is added to the child's record of achievement.
W4 reducing friction when ss misbehave
The Three As: When you intervene in poor behaviour, think about the following…
Audience - How might the audience affect the interaction? How could they be affected by it? Consider moving to quieter space or having the conversation away from the group.
Acceleration - How can you stop the situation accelerating? Which deceleration techniques work with this student?
Anger - How are you managing your anger and the anger/emotion of the student? Do you need to give the student time to calm down, time to think or consider their next move?
Key messages about intervention scripts:
• No judgement is ever made about the students identity during interventions.
• The relationship between teacher and student is paramount and must be protected.
• People are not their behaviour.
• Students must take responsibility for their behaviour and not have the opportunity to blame their adults for it.
• In 20 years your students will not remember much of what you taught them but they will remember how you treated them.
• Behaviours should be shifted to the past tense as soon as possible.We are not interested in dwelling on poor choices but on creating positive expectations for the rest of the lesson. Conversations are heavily weighted to what is going to happen next rather than what has just happened.
• Presupposition is used to influence limiting self belief. When unspoken positive assumptions lie behind your language they can affect the student’s expectations of their own behaviour. ‘I know that you can…’ beats ‘Why oh why!’ every time.
• It is essential that scripts are complemented with skilled use of physical language and a tone that is calm, kind and nurturing. Any script can be undermined by careless physical language or tone that mixes the message.
W5 Reparation and restorative practice
restorative practice techniques can transform behaviour, restore and - crucially - improve relationships.
What has happened?
What were you thinking at the time? (teacher and student)
Who has been affected by the actions?
How have they been affected?
What needs to be done now to make things right?
How can we do things differently in the future?
TOP TEN TIPS 1. Focus on what you can control - your own behaviours - be calm and patient. 2. Show positive high regard for ALL students regardless of previous behaviours. 3. Shoot one rabbit at a time - simple rules and simple routines - less is more. 4. Give classes your energy when you meet and greet - set the scene. 5. Help students feel valued, appreciated and important by judicious honest praise. 6. Use a recognition board to acknowledge behaviours above and beyond the norm. 7.Use planned micro-scripts that help preserve the dignity of students and yourself. 8. Keep calm when delivering negative consequences and always use take-up time. 9. Utilise 5-step restorative conversations to re-set expectations and repair trust. 10. Follow up every single time using praise, positive notes and postcards home