Presentation on Behaviour

Management

Presented By Dr. Rubina Hamid

“If you think you are too small to make a
difference, try sleeping in a room with a
mosquito”
African proverb
“Behaviour can
be an area
where we
expect so
much and
teach so little”

Galvin, Miller
and Nash
(1999)
1. General issues: Signs for
concern
 Difficulty relating to others.
 Difficulty responding to academic
tasks
 Excessive behaviours.
 Lack of copying behaviours.
 Recent tragedies in our school
“There are two ways pupils get noticed
in our schools, for good work or for
bad behaviour”

The Elton Report (1989)

 Introduction
 Terminology for these kids can be
very different.
 Emotionally disturbed

 Emotionally disordered

 Behaviourally disturbed

 Is there a difference between

‘emotional’
and ‘behavioural’?
 So just what is ‘normal?’
 This can be very subjective.
 Depends on our personal beliefs,
standards, and values about what is
‘normal’ behaviour.
 The environment and situation can
also have a big impact
 Differences between teachers and
parents perceptions? Surely.
 Why is it more difficult to build and
maintain
positive relationships with some children
than with others?
What separates them out in terms of:
 their behaviour towards you
 their behaviour towards peers
 their attention span
 their academic success
 how they feel about themselves
 their support from home
 their ability to do what they promised?
Two broad categories of behaviour

Externalizing
behaviours

Internalizing behaviours
 Externalizing Behaviours
 Violates the rights of • Uses lewd or obscene
others gestures
 Violates societal norms •Damages other’s
or rules
property
 Has tantrums
 Causes Property damage • Demonstrates
 Is hostile obsessive/compulsive
 Argues behaviours
 Is defiant • Causes or threatens
 Is physically aggressive physical harm to people
 Ignores teacher’s or animals.
reprimands • Is hyperactive
 Steals
 Internalizing Behaviours
• Tends to have low self-
 Exhibits painful esteem
shyness
 Is neglected by • Has excessive worries
peers
• Panics
 Is teased by peers
 Is depressed
 Is anorexic
 Is bulimic
 Is socially
withdrawn
 Tends to be
suicidal
 Has unfounded
fears and phobias
 Prevalence

 Vary greatly from source to the next.

 As low as 0.05% .
 As high as 33%.
 Lots are undiagnosed.
 Most Frequent Forms of
Misbehaviour
 Arriving late for the lesson
 Not paying attention to the teacher
 Excessive talking – talking out of turn
 Being Noisy
 Not getting on with the work
 Pupils being out of seats without a
reason
 Hindering others
 Elton Report 1989
 Main causes
 Conditions such as ADHD; Autistic
Spectrum Disorder such as Asperger
Syndrome.
 Motivation and the disaffected
 Use of ‘recreational’ drugs
 Poor classroom management
 Causes of Poor Behaviour
•Power seeking
 An inability to do •Poor systems in
the work set place for behaviour
 Boredom management
 Effort demanded •Outside factors
for too long a
period without a
break
 Attention seeking
 Lack of motivation
to learn
 Lack of self-
 Health Warning!

There are no instant answers, neither is

there a magic formula or remedy which
works all the time.
Give me a chance
BREAK
Children need to feel:
 safe
 welcome
 valued
 supported
 motivated
You should aim to:
 understand and work
within school
behaviour policies
 manage behaviour
in a positive way as
part of a team
 support pupils
to understand
expectations of
behaviour
“Talk is paramount.
You both need to be
able
to say how you’re
feeling and share your
thoughts.
All decisions come
through compromise
and bouncing ideas
off each other.”

From Primary Teachers,

January 2007, No 48,
DCSF
 Praise and affirmation
 Praise statements
 Affirmation
statements
 Public praise
 Discreet, private
praise
 Key point
 Positive feedback
and praise
encourages
and promotes good

behaviour

Catch children being

good
 An effective instruction or
request
 Use a name or other
verbal cues
to gain attention
 Establish eye-contact and
pause
 Give your instruction
simply
and clearly
 Give the pupil a chance to
do
it and thank them

Repeat the instruction, if

 The way you
communicate
with others affects how

they feel and can have

an
impact on their
behaviour
 What you say, how
you
 Social and emotional aspects
of learning
 Self-awareness
 Managing feelings
 Motivation
 Empathy
 Social skills
 SEAL and learning (1)
It’s difficult to:
 pay attention
 concentrate on a task
 be creative
 work within a group
 be motivated and
interested
 keep going when
things are difficult…
 SEAL and learning (2)
…If we feel awkward
• anxious
• embarrassed
• stressed
• angry
• frustrated
• excluded
Stay calm!
Model the behaviour you want
to see
Become more assertive
Defer an issue until later
Focus on the real problem
 Use of choice:
 Some children view success and failures as the
fault of others. Choice helps children to understand
the responsibility they have in their own
behaviour. (Roffey and O’Rierdan, 2001)
 By presenting the children with a choice, you are
allowing the students to choose the consequence
of their actions. Therefore you will no longer
become the ‘bad guy’ (Canter, 1992)
 Vass and Hook (2004) suggest three stages of
managing behaviour through choice:
 Giving children choice about their behaviour
within rules
 Influencing them to make the appropriate
choice
 Applying the consequences
Search for a solution
together
Research on types of
communication
 Using language positively
 Common phrases
 Don’t use that language to
me!
 Why are you dropping
litter?
 You’ve left your equipment
out again
 How dare you argue with
me?
 Stop pushing into the
queue
 You shouldn’t be in here
 You really are annoying me
when you interrupt
Could become
Speak to me politely as I do to you,
thanks.
Put litter in the bin, thanks.
Put your equipment away please,
thanks.
I need you to listen to me, thank
you.
Take your turn to line up, thank you.
You need to be outside now, thanks.
I feel annoyed when I’m interrupted,
please wait your turn to speak.
 Guidance- Techniques

INEFFECTIVE PRAISE:
 “I like the way you put up your
hand.” Why?
 This praise is manipulative,
value laden and judgmental.
 We need to get in the habit of
providing children with
information about what they did
coupled with WHY it made a
difference, (the results of their
 Guidance- Techniques
EFFECTIVE PRAISE OR
ENCOURAGEMENT
Hitz and Driscoll (1988,p.12)
 Daniel just finished a painting.
He comes to you, the
teacher, and
says, “Look at my painting. Isn’t it
beautiful?”
 You reply, “You look happy about
your painting. Look at all the colours
you used.”
 Guidance- Techniques
EFFECTIVE PRAISE OR
ENCOURAGEMENT
 Sue seldom talks in the group.
Today she told a short story
about
Hallowe’en.
 “That was a very scary story you
told. It gave me goose-bumps.”
 How is this different from other
Our own feelings
 Annoyed

 Angry, provoked

 Hurt

 Defeated, discouraged
 Escalation and De-escalating
Confrontation

Behaviours that escalate

confrontation
 Threatening

 the child

 Raised voices

Behaviours that de-escalate

confrontation
 Label the behaviour not the person
 Corporal punishment
 Abolished in 1987 in state schools
 Abolished in 1999 in private schools.

Smacking a pupil was no longer seen

as a way of controlling behaviour in
settings and schools
 Children's Act 1989
 Stated that every school should have
a behavioural policy that is age
appropriate and supported by
parents
 Sanctions should be made clear so
that children learn the difference
between right and wrong
 Section (6.22) (1989)

“Corporal punishment i.e.

smacking, slapping and shaking” is
illegal in mainstream and special
schools.
Although
“Physical action can be taken in an
emergency to prevent injury either to
child, adult or serious damage to
 Children's Act 2004

This recent legislation has taken steps

to prevent parents smacking their
children ‘hard enough to leave a
mark’.
Mild smacking is only allowed under a
‘reasonable chastisement’.
Physical punishment is barred that
also causes visible bruising and
mental harm.
Maslow’s hierarchy of needs
Label the behaviour, not the
pupil
Give choices but not
ultimatums
Know when and how to get
help
 “If it is our intention to
discipline with respect and
confidence, that intention
needs to come through our
language” (Rogers, B. 2005)
Thank you for
listening!
Any Questions ?