LASI NQT TRAINING – SESSION 2 Key points from last time The Discipline Plan – basics for a...

LASI NQT TRAINING – SESSION 2

• Key points from last time

• The Discipline Plan – basics for a classroom

• Graded Response to Managing Disruptive Behaviour

Hidden aspects of behaviour

Observable behaviour

Influences on Behaviour

• Lack of stable environment• Emotional and/or physical neglect and

abuse• Poverty• Parenting skills• Learning difficulties• Medical needs/Mental Health

Maslow’s “Hierarchy of Need”Maslow’s “Hierarchy of Need”

Module 0ne:

Physical Needs: - Air, food, water, shelter, medical care, rest & recreation.

Safety Needs – Safe from threats, treated fairly, trusted and to trust.

Love & Friendship Needs – to give & receive love, to belong.

Self – Esteem The “ Value ” Need.

Self-fulfilment

Actualisation.

1954 “Motivation and Personality”1954 “Motivation and Personality”

The Discipline Plan

• Rules

• Incentives

• Consequences

Choosing Rules

• Maximum of 5

• Positively phrased

• Clear and observable

• Choose rules that apply to behaviour

• Involve pupils in choosing rules

• Teach the rules

• Display the rules

Classroom Rules Examples of Classroom Rules from Schools

• Follow instructions

• Keep hands and feet and objects to yourself

• No teasing or name calling

--------------------------------------------------------------------------• Listen, and follow instructions

• Keep hands, feet and objects to yourself

• Ask permission before leaving the room

• Look after our own and school property

• Walk in school

• We will not use bad language, tease or name-call

Positive Recognition

Use positive praise to:-

• reinforce pupils following instructions

• encourage pupils to continue appropriate

behaviour

• inform i.e “Well done for…..”

• create a positive classroom environment

• increase a pupil’s self-esteem

• BUILD A RELATIONSHIP

Praise

Praise needs to be :-

• given in a ration of 5:1

• given early

• given privately to older pupils

• genuine

• given to every pupil every day

Whole Class Rewards• Can be used over one lesson or on-going over a

few days – no longer than a week

• Points given to individuals, groups or whole class

• Once given points cannot be deducted

• Works on positive peer pressure

• Allows the teacher to praise those who are always good

• All pupils have the right to the reward

• Can be adapted for the more challenging child

• The reward is given on the day it is achieved

• Rewards are negotiated in advance with the pupils

Examples of Whole Class Rewards

• Games (Heads down, thumbs up)

• Free choice

• Extra playtime

• Listening to music

• Teacher forfeit

• Time to talk

Benefits of Incentives

• Pay off for following our instructions

• Encourages children to behave appropriate

• Increases self-esteem

• Raises on-task behaviour

• Increases ‘feel good’ factor

• Creates a positive classroom environment

• Helps to develop relationships

Choosing Consequences

• Appropriate for pupils

• Ones they don’t like !

• Neither physically, emotionally or psychologically harmful!!

• Easy to implement and under own control

• Arranged in a hierarchy

Implementing Consequences

• Consistently applied

• Calm, firm manner

• Given as a choice

• Acknowledge compliance

• Carried out- it’s not the severity it’s the certainty

Examples of Consequences

From a local school

• Verbal reminder• Formal warning (given as choice)• Two minutes time out• Work with named pupil• Lost playtime• Sent to head

Benefits

• Child has to choose to misbehave- so in control

• Child knows what will happen in advance

• Fair

• Teacher doesn’t need to get cross

• Child responsible for own behaviour

Use strategic ignoring

• It’s impossible to tackle all behaviour so….

• Blank some behaviour by a nil reaction

• Positively engage with the other pupils

• Avoid providing a spotlight

Graded Response to Behaviour

• Use non-verbal signals

e.g. ‘The Look’, Frowns, SShhhh, mimes, coded messages, smiles, thumbs up, thumbs down, shrugs, stop signs and………………..??



• Diversion

• Distraction

• Restate the class or school rule then give a direction

• “We have a class rule about listening when the teacher is talking to the class so……………you need to face me and listen quietly”



Question and feedback on rules

“Jamie, what is our rule about how we talk to other people in the class?”

• Use physical proximity to calm situations

• No need to talk to or look at the children or make any comment – your physical presence is enough


Use of Physical Touch!!!!!

• Check out your school policy

• Use frequently and publicly

• Limit to touching the arms

• Know your child – be aware of individuals who are not tactile

• Gender of adult is important

• But …. touch is a very important part of human nurturing – a very powerful means of communication



Give ‘take up’ time

• “John…………………… (strategic pause to

gain attention) …..John, you need to get your book open and begin the task”

• After giving a direction strategically walk away to give them the opportunity to comply in their own time

• Use calm, assured, positive, confident body language (even if you feel inwardly uncertain).

• Use the tone, pace and volume of your voice to communicate calm

• More than 90% of what we say is transmitted non-verbally.


• Use an assertive response rather than:

• hostile (angry, rigid, demanding, controlling)

• Passive (weak, indecisive, unpredictable, whining)



Use language of choice

This creates a win-win situation by giving options to a child rather than ultimatums.

Eg ….“You need a pen .. This one or that one?”

• Respond to Primary not Secondary Behaviours

• Primary behaviour is the key behaviour you are addressing

• Secondary behaviours are all the distractions, delaying tactics, arguments, excuses, grunts, shrugs, faces, barely audible insults or complaints that we initially ignore


Use time out

• Within class area

• Safe agreed area out of class

• Informal errand

• Timeout card if appropriate

• Agreed with the pupil / other adults


“Consequences should be certain rather than severe”

Bill Rogers


Follow up on issues that matter – be dogged about follow up.

Develop a reputation for following through assertively, consistently and fairly.


Aim for the win – win solution


If you need to show anger make sure it is rarely used, appropriate and fully

controlled


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