Transcript of Behaviour for Learning (Primary). Behaviour for Learning Working together in the workshops will...
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- Behaviour for Learning (Primary)
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- Behaviour for Learning Working together in the workshops will
involve Confidentiality Participation Contributing to group
learning Asking questions/clarifying issues Taking responsibility
for your own learning Please check that your phone is off for the
duration of the workshop
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- Behaviour for Learning The little things As we know, we tend to
cope with the big things in life, but it is the little things that
can overwhelm us unexpectedlythe little stresses-those tiny almost
unrecognised events that can accumulate rapidly in a teachers day
(Claire Hayes, 2006)
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- Behaviour for Learning Positive Relationships The Social
Environment of the Classroom The Learning Environment Classroom
Organisation A Systematic Approach to Responding to Behaviour
Teacher Attitudes and Behaviours Social and Emotional Teaching
Strategies The Behavioural, Emotional and Social Difficulties - A
Continuum of Support - Guidelines for Teachers (NEPS 2010)
Effective Classroom Management and Organisation
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- Behaviour for Learning Toolkit: There is no one solution/fixed
approach Assess whats happening and select the most appropriate
skill or strategy to use Regularly use behaviour for learning
skills and strategies Believe the strategy will workverbal and body
language expectation K.I.S.S = Keep It Short and Simple (Behaviour
Management Pocketbook, Hook & Vass, 2011)
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- Behaviour for Learning Consider. Why do children
misbehave?
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- Behaviour for Learning If a child doesnt know how to read, we
teach. If a child doesnt know how to swim, we teach. If a child
doesnt know how to multiply, we teach. If a child doesnt know how
to drive, we teach. If a child doesnt know how to behave, we.? Why
cant we finish the last sentence as automatically as we do the
others? John Herner (NASDE President ) Counterpoint 1998
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- Behaviour for Learning Learning Behaviour: Looking at the why
rather than the what. Reasons: Relationship with self Relationship
with curriculum Relationship with others (Behaviour for Learning,
Elis & Tod, 2009)
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- Behaviour for Learning Activity: Case Studies What are the
first behaviour for learning steps you might take if this child was
in your class?
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- Behaviour for Learning www.sess.ie
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- Behaviour for Learning SESS Behaviour Resource Bank 1.Big Toe
First: Avoiding Confrontation 2.Timetables & Social Stories
3.AD/HD 4.Follow up/Repair and Rebuild/I-ESCAPE 5.Time Out
(NEPS)
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- Behaviour for Learning Continuum of Support: NEPS The
Behavioural, Emotional and Social Difficulties - A Continuum of
Support - Guidelines for Teachers (NEPS 2010)
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- Behaviour for Learning Classroom Support Process Starting Point
Concern is expressed by parent/teacher/other professional Teacher
considerscan concerns be met through whole class teaching
approaches and class differentiation? YesNo Continue with
differentiated teaching approaches Classroom Support Process Class
teacher completes information gathering and assessment (See
Learning Environment Checklist, Classroom Support Checklist)
Planning and Intervention Classroom Support Plan is agreed with
parents and implemented by class teacher Planning and Intervention
Decision is made to Continue at Classroom Support Level Redefine
Problem and Review/Amend Classroom Support Plan Initiate School
Support Process
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- Behaviour for Learning Proactive strategies Interest
Questionnaire/Concept mapping Rules and routines Positive Feedback
Motivation-choices, Special Recognition Board Student of the Week,
awards Incentives *Learning Environment Checklist : Pg. 66 & 67
The Behavioural, Emotional and Social Difficulties - A Continuum of
Support - Guidelines for Teachers (NEPS 2010)
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- Behaviour for Learning Tactical Ignoring - Pausing Non-verbal
cueTake up time - 'Thank you'Incidental Language - 'Right now, we
are all working on our stories'Behavioural Direction - 'I need you
to face forward and listen, thank you'Rule Reminder - 'What is our
rule for?'Distraction - Give them a job to doBehavioural Sandwich -
Positive, Behavioural Direction, Thank youChoices - direct or
deferredDirect questions - What, When, Where, HowBlocking and
Partial Agreement - 'Maybe so, but I need you to'
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- Behaviour for Learning Individual Behaviour Support Plan Step
1: Identify Problem Behaviours Step 2: Record and Observe Behaviour
Step 3: Analyse Data Gathered Step 4: Implement Intervention
Strategy Step 5: Evaluate the Intervention www.sess.iewww.sess.ie
Advice Sheet 22
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- Behaviour for Learning Step 2: Gathering information Guidelines
for Observations BESD Guidelines Pg. 87 & 88. Behaviour
Checklist Pg.83-86 ABC Behaviour Record Pg. 104 My Thoughts About
School Checklist Pg. 97 Other? Step 3: Analyse Data Gathered
Patterns, Triggers Looking at the why
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- Behaviour for Learning Step 4: Implement the Intervention
Strategy Fairness isnt giving everybody the same; its giving what
everybody needs (SESS Advice sheet No.2 on AD/HD) How will you
teach the skills/behaviour you would like the child to display?
What reward/incentives might you use? What sanctions/consequences
would be most effective in managing inappropriate behaviour? How
will you measure what you see How will you write the Intervention
Strategy?
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- Behaviour for Learning Step 5: Evaluate the Intervention After
one day/week/month Communicationwith pupil, parents, principal,
mentor Rewards/incentives Consistency
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- Behaviour for Learning
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- Activity: Case Studies re-visited What Proactive Strategies
might be helpful? What Low Level Behaviour for Learning Skills
might be useful? How might you gather information? What/who else
might be involved in the Classroom Support Process?
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- Behaviour for Learning Support School - Principal, Mentor,
other staff Parents National Education Psychological Service (NEPS)
Special Education Support Service (SESS) - www.sess.ie Professional
Development Services for Teachers (PDST) - www.pdst.ie
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- Behaviour for Learning Role of NEPS Psychologists Support and
Development of initiatives to address whole school and classroom
support structures e.g. review of policy/practice, Incredible
Years, staff in- service Indirect support for individual pupils at
Classroom Support and School Support level through consultation
with class teachers and SEN teachers Assessment, intervention
planning and review processes for children receiving support at
School Support Plus
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- Behaviour for Learning 24 Behaviour for Learning 3 Recalls 1
Question 2 Insights
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- Planning and Preparation Additional Support Professional
Support Groups NIPT School Support Service www.teacherinduction.ie
Contact the NIPT info@teacherinduction.ie Please ask your
Facilitator or EC for the contact details of the NIPT RDO assigned
to your EC To ask for support is a sign of strength