Behaviour for Behaviour for Learning Learning

Salliann Coleman Salliann Coleman November 2012 November 2012

Behaviour can be an area where we expect so much and teach so littleGalvin, Miller and Nash ( 1999)

If you think you are too small to make a difference try sleeping in a room with a mosquitoAfrican proverb

TeachersTeachers’’ Standards Standards7. 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.

Behaviour and Discipline in Behaviour and Discipline in SchoolsSchools Good order is essential in a school if children are to be able to

fulfil their learning potential. Poor and disruptive behaviour in the classroom reduces children’s ability to concentrate and absorb information; and it unsettles children and causes immense stress for teachers.

The Association of Directors of Children’s Services stated that “improved standards of behaviour lead to improved attainment and well-being outcomes for children and young people”

Poor behaviour also has an impact on learning. According to a survey of NASUWT members in March 2009, low-level disruption was leading to the loss of an average of thirty minutes teaching time per teacher per day.

We note that the OECD’s Teaching and Learning International Survey

(TALIS) in 2009 suggested that, across 23 countries researched, as

much as 30% of teaching time was lost due to poor pupil behaviour.

Ofsted told us that in schools in which behaviour standards were judged as being inadequate, learning was “too often hindered by poor concentration, persistent low-level misconduct and, sometimes, by more serious disruption involving a minority of pupils”.

CESC (2011) Behaviour and Discipline in schools

Recent Review….The endemic problem that we have had for far too long is that we are looking at thechild and what is wrong with the child, not looking at what is wrong with thelearning environment. [...] anyone who ran a business by trying to decide what waswrong with their customers rather than what was wrong with their services wouldsoon be out of business.

Curriculum organisation can […] have a significant impact on pupil behaviour. TheNUT believes that head teachers and senior colleagues should work collaborativelyand in consultation with teachers in order to design coherent curriculum modelswhich can meet the needs of all children. Such models should be based on teachers ’professional judgement and knowledge of their pupils

The school behaviour policy, which should be discussed by all members of the schoolcommunity, especially staff and pupils and not just considered by Governors as apaper exercise, is of paramount importance to the effectiveness of behaviourmanagement in schools…..

A good school behaviour policy, agreed and communicated to all staff, governors, pupils, parents and carers, consistently applied, is the basis of an effective approachto managing behaviour.Behaviour and Discipline in Schools House of Commons Education committee Volume 1 26th January 2011

Powell S, Tod J (2004) A systematic review of how theories Powell S, Tod J (2004) A systematic review of how theories explain learning behaviour in school contexts. explain learning behaviour in school contexts.    

So what is behaviour for So what is behaviour for learning?learning?Behaviour for learning is about relationships which enable children to participate in school life and that of the wider community; to work and collaborate with others showing respect and empathy; to access the curriculum developing motivation for and a love of learning.

This involves developing sound relationships with themselves (their self, their identity, their community), with others (collaboration, reflection, empathy, respect, dialogue) and with learning and the curriculum (resilience, persistence and motivation to gain knowledge and experience).

How patterns of behaviour How patterns of behaviour developdevelop

All behaviour reflects underlying needs and has a purpose

Behaviour is inextricably linked to emotions and perceptions

Behaviour is learnedBehaviour can change

Circles of intimacyCircles of intimacy

http://www.teachfind.com/national-strategies/david-moore-video-circle-intimacy-1

Aspects of learningAspects of learningEmotionalSocial Cognitive

Links back to fixed mindset idea

Self EsteemSelf EsteemSelf-concept refers ‘to the composite ideas,

feelings, and attitudes people have about themselves’ (Hilgard, Atkinson, and Atkinson, 1979: p.605).

Self-concept is also defined by Purkey (1988) as the sum of a complex, organized, and dynamic system of learned beliefs, attitudes and opinions that each person holds to be true about his or her personal existence.

We could then regard self-concept ‘as our attempt to explain ourselves to ourselves, to build a scheme (in Piaget’s terms) that organises our impressions, feelings and attitudes about ourselves’ (Woolfolk, 2001: p.73)

Self -conceptSelf -concept

Self concept

Self –image Ideal self

Self esteem

Self fulfilling prophecySelf fulfilling prophecyThe expectancy-confirmation

cycle of self fulfilling prophecy ( Cooper 1979) as applied to educational settings has been a topic of interest since the 1960s.

Initial interaction with pupils Initial interaction with pupils ……We automatically make rapid

assessments of pupils on initial interaction.

What criteria do you think you apply in these situations?

Why do you think you use these?

Chaplain, R. ( 2003) teaching without disruption in the primary school. London Routledge

We view things differentlyWe view things differently

And also…..And also…..

CommunicationCommunication

The way that you communicate with others

affects how they feel and can have an impact on their behaviour.

What you say, how you say it and your body

language are important

CommunicationCommunication

Body language- things to consider:

Is it positive? Does it match our words? Is it non confrontational?

Teacher's non verbal Teacher's non verbal behaviourbehaviour Non verbal behaviour has the potential to play a unique

role in teaching because messages that are not conveyed through talk may be conveyed through nonverbal means. (Neil 1991)

‘The non verbal behaviour of the teacher has been shown to reflect their attitude towards the child or the lesson.’ (Goldin-Meadow, Kim and Singer 1999)

‘Teachers can be reliably rated on scales of optimism, confidence, dominance, enthusiasm and warmth, ratings which correlate with student evaluations of effectiveness’ (Ambady and Rosenthal 1993)

Implications?Implications?The use of non verbal language (gesture,

mime, body language) is a powerful strategy to reinforce appropriate behaviour, and also to remind children what appropriate behaviour is, without interrupting the flow of a session.

However a mismatch between the teacher’s non verbal behaviour and speech may produce confusion and may contribute to inappropriate behaviour in the classroom

LanguageLanguageHughes and Vass ( 2001)

consider the use of language in relation to pupil motivation and confidence and define three desirable forms of language:

The language of successThe language of hopeThe language of possibility

Managing feedbackManaging feedback

Praise v positive feedbackPositive feedback places less

emphasis on the evaluative element ( e.g.' good’, ‘well done’) and more on the descriptive element e.g. ‘ this group’s worked well together’ .

Importance of descriptive element is that it is factual

5 Rs5 Rs Relationships( & communication)

Rights Responsibilities

Rules Choices

Routines Negative Positive

consequences consequences

RelationshipsRelationships

Good relationships underpin all successful behaviour management.

Consider the implications of this for your own practice – what examples can you think of which demonstrate the impact of teacher/pupil relationships………

Rights- Rights- what do you understand what do you understand to be teachersto be teachers’’ and pupils and pupils’’ rights? rights?

Rules- Rules- what strategies would you what strategies would you use to develop an effective use to develop an effective mechanism of rules?mechanism of rules?

Routines- Routines- consider effective consider effective routines that you have observed. routines that you have observed. What made them effective?What made them effective?

ResponsibilitiesResponsibilities

Responsibilities for managing our own

feelings and behaviour….

Teachers’ responsibilities :

Children’s responsibilities:

What do you think these might be?

5Rs5RsWork within this framework It sets the climate for success It builds confidence and self correction It reduces confrontation and tension It is an educational process It is fair, reasonable and logical It provides a platform for learning

Analysing behaviourAnalysing behaviour

The ABC approach.There are many versions of this but typically these 3 features exist:A - antecedentsB - behaviourC - consequences

Promoting and planning for positive Promoting and planning for positive behaviourbehaviourKnow and value your childrenBuild self esteem and self respectBuild a positive, secure class ethosHave high expectations Teach the behaviours which will enable children to

meet the expectations Use the language of choice to teach responsibility

for behaviourUse positive and motivational languageBe well organised – think aheadSeparate the behaviour from the child (Warnock

1978)Keep the focus on primary behavioursActively build trust and rapportModel the behaviour you want to seeAlways follow up on issuesWork to repair and restore relationships

We must model the We must model the behaviour expected…..behaviour expected…..

http://www.youtube.com/watch?v=ngMs_4I1__o

The Profile of activities and The Profile of activities and engagementengagementTaskAuthorityRecognitionGroupingEvaluationTime

Skills in managing the Skills in managing the classroom contextclassroom contextManaging the physical settingManaging the social structureManaging the psychological

setting

Practical aspects of Practical aspects of behaviour management from behaviour management from Bill RogersBill Rogers

‘Three steps of Decisive discipline’

PreventativeCorrectiveSupportive

Respond rather than reactRespond rather than react

Consider your response to this……

James grabs Sarah’s ruler and appears to hide it from her.

How would you respond?

Potential responsesPotential responses

1. ‘James, stop being childish and give Sarah her ruler back.’

2. ‘James, we ask before borrowing in this classroom.’

3. ‘James, you’re quite able to get on with your work, so return Sarah’s ruler and let her do the same’.

Discuss effectiveness of these…..

Respond rather than reactRespond rather than react

Reactive approaches tend to be ineffectiveThink about your responses to small scale incidents. What messages do they convey:About the pupilAbout the classroom climateAbout the purpose of the classroom

Charlie TaylorCharlie Taylor’’s checklist…s checklist…CLASSROOMKnow the names and roles of any adults in class. Meet and greet pupils when they come into the classroom. Display rules in the class - and ensure that the pupils and staff know what they areDisplay the tariff of sanctions in class. Have a system in place to follow through with all sanctionsDisplay the tariff of rewards in classHave a system in place to follow through with all rewardsHave a visual timetable on the wallFollow the school behaviour policyPUPILSKnow the names of the childrenHave a plan for children who are likely to misbehaveEnsure other adults in the class know the planUnderstand pupils’ special needsTEACHINGEnsure that all resources are prepared in advancePraise the behaviour you want to see more ofPraise children doing the right thing more than criticising those who are doing the wrong thing (parallel praise)DifferentiateStay calmHave clear routines for transitions and for stopping the classTeach children the class routinesPARENTSGive feedback to parents about their child’s behaviour - let them know about the good days as well as the bad ones

A Life in Your Hands

A tremendous Power.I’ve come to the frightening conclusion thatI am the decisive element in the classroom.It’s my personal approach that creates the

climate,It’s my daily mood that makes the weather.As a teacher, I possess a tremendous power to make a child’s life miserable or joyous.I can be a tool of tortureor an instrument of inspiration.I can humiliate or humour, hurt or heal.In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanised or de-humanised.

Haim Ginott