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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