1)PROMOTINGPOSITIVE BEHAVIOUR BEHAVIOURSUPPORT:
This downloadable guide aims to provide the knowledge and understanding required to support children and young people's positive behaviour.
The first important step is to understand legislation, policies and procedures for promoting positive behaviour for learning.
STARTINGWITHTHEPOLICIES...
Promoting positive behaviour for learning is a key concern for schools and education professionals working with children and young people. To achieve this, there are policies and procedures that need to be implemented in schools to ensure a positive learning environment which is both physically and emotionally safe for students. This section summarises the key policies and procedures relevant to promoting children and young people’s positive behaviour in schools.
BehaviourPolicy
Abehaviourpolicyoutlinestheexpectationsfor studentbehaviourandtheconsequencesforany unacceptablebehaviour.Thepolicyshouldinclude clearguidelinesforbehaviourmanagement,which mayincluderewardsandsanctions,andprovidea frameworkforstafftofollowconsistently.Thisshould includeguidanceforeducatorsandideallyinclude expectationsforstudentswrittenin‘child-friendly’ languagewhichisappropriatefortheageor developmentalstageofthechildren/youngpeople. Schoolswilldifferastohowtheymanagebehaviour; anumberofeducationalistsquestionthevalidityof encouragingchildrentobehave‘well’if/whenmotivated byexternalrewards.
Theywouldarguethatstudentsneedtobeencouragedtolearnwithhighexpectations, andaninternalsenseofpurposeandmotivation,ratherthansimplydoingtherightthing toberewardedbyexternalstickers badges orstarcharts Aneffectivebehaviourpolicy shoul needs appro
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However,ananti-bullyingpolicyoutlinestheschool’sapproachtopreventingand respondingtobullyingbehaviour.Thepolicyshoulddefinewhatconstitutesbullying behaviour(andwhatbullyingisn’t)andprovideclearguidelinesforreportingand respondingtoincidents.
Thepolicyshouldalsoincludeprovisionsforsupportingthosepeoplewhohaveexperienced bullyingandaddressingtheneedsoftheperson/peoplewhohavedisplayedbullying behaviour. Termswhichlabeltheindividual(suchas‘bully’or‘victim’)areprobably unhelpfulbecauseweneedtofocusonthebehaviourratherthanlabeltheindividual.
InclusionPolicy SafeguardingPolicy
Aninclusionpolicyensuresthatallstudentscan accesseducationandparticipatefullyinschoollife, regardlessoftheirbackground,abilityorindividual needs.Thispolicyshouldincludemeasurestopromote equity,diversityandinclusionandaddressany barrierstolearningorparticipationthatstudentsmay face. Equalitymeanstreatingeverybodythesame, whereasanequitableapproachenablesprovisionsto meettheneedsofdifferentindividualsorgroups.
Asafeguardingpolicyoutlinestheschool’s approachtoprotectingchildrenandyoung peoplefromharm.Inmanyschoolssafeguarding theadultsalsoformspartofthesafeguarding policy,whichmaybeaboutprotectingthemfrom physicalviolencefromstudentsand/oronline behaviourfromparents. Thepolicyshouldprovide guidanceforstaffonidentifyingandreportingany concernsaboutthewelfareofachild,aswellasthe proceduresforrespondingtodisclosuresorallegationsofabuse.
Aspartoftheirsafeguardingresponsibilities,thegoverningbodiesofmaintainedschoolsand theproprietorsofindependentschoolsareresponsibleforensuring:
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PromotingPositive Behaviourfor Learninginthe classroom
Establishclear expectations
Schools should have clear expectations for behaviour that are communicated to students, parents and staff. This could include a code of conduct, behaviour policy or behaviour charter. These expectations should be regularly reinforced and positively reinforced when students meet them and should be modelled by staff at all times. When children and young people are at their most unlovely, is when they need our love the most.
Proactive classroom management
Providing a structured environment, including a well-organised classroom with defined areas for specific activities, makes it easier for students to know how to behave in different contexts. Students also thrive on structure, so maintaining predictable routines and transitions can minimise confusion and disruption. Finally, using strategies to prevent problems before they occur, such as careful lesson planning, clear instructions, and engaging activities is extremely important.
Positive Reinforcement
Acknowledging positive behaviour by using praise, rewards, and recognition is an effective way to encourage and reinforce desirable behaviours, as is implementing reward systems like token economies, behaviour charts, or class-wide rewards to track and reward positive behaviour. Give specific praise to highlight actions that align with the expectations (e.g., “I really like how you helped your classmate with their work”).
Building relationships withstudents
Create a positive teacher-student relationship by establishing trust and respect through open communication, active listening, and empathy.
Understand the individual needs, interests, and backgrounds of all students to better support their behaviour and engagement.
Provide socialemotional support by helping students to develop self-awareness, empathy, and emotional regulation through guidance and support.
Differentiationin Behaviour Management
Understandingthat pupilshaveindividual needsandcomewitha widerangeofabilities, experiences,and challengescanhelpyou totailorbehaviour managementstrategies akintothelearner. Makesuretouse strategiesthatare inclusiveofstudentswith learningdisabilities, ADHD,orother behaviouralneeds,such asprovidingquiet spaces,offeringfrequent breaks,orusingvisual cues. Ensurethatbehaviour managementstrategies areculturallyrelevant andsensitivetothe backgroundsofall students.
Classroom climate andculture SocialEmotional Learning(SEL)
Byfosteringasafeand inclusiveenvironment, ensuringtheclassroomis aplacewhereallstudents feelvalued,respected, andsafetoexpress themselves,youwill naturallyencourage pupilstofeelatease. Promoteteamwork,peer relationships,and cooperativeactivities thathelpbuildpositive socialdynamics encouragepeersupport andcollaboration. Ensurethatdiversityis embracedby emphasisinginclusivity andcelebratingdiverse backgroundsand perspectiveswithinthe classroom.
Motivational Strategies
Encouragestudentsto takeownershipoftheir learningandbehaviour byhelpingthemfind intrinsicvalueinpositive behaviour.e.g.asenseof prideoraccomplishment (IntrinsicMotivation) Useexternalrewards, likepraiseortangible rewards,tomotivate studentstoadhereto expectedbehaviours. (ExtrinsicMotivation)
Encouragestudentsto setpersonalbehaviouror academicgoals,helping themtracktheirprogress andfeelmoreinvestedin positiveoutcomes.
Byteachingstudents strategiestorecognise, manage,andexpresstheir emotionsinappropriate ways,canhelpstabilise pupilsfeelings. Helpstudentsdevelopskills toresolveconflicts independently,using strategieslikenegotiation, compromise,andpeaceful communication. Finally,encouragestudents tothinkcriticallyand creativelytosolve problems,both academicallyand behaviourally. Teachingstudentsto recogniseandunderstand thefeelingsofothers, fosteringcompassionand collaborationwillencourage empatheticresponses.
Dealingwith challenging behaviours
Identifytriggers:andtry tounderstandthe underlyingcausesof challengingbehaviours, whetheremotional, environmental,orsocial, andaddressthose causesproactively. Youmayneedtoprovide additionalinterventions oradditionalsupportfor studentswithchronic behaviouralissues,such ascounselling,behaviour interventionplans(BIPs), ormentoring. Introducerestorative practicesandrestoration ofrelationshipsand understandingthe impactofone’s behaviouronothers,as opposedtopurely punitiveapproaches.
Effective Role Model Behaviour Strategies
1-Modelbehaviouryouwanttosee
2-BeConsistent
Adultsshouldmodelthebehaviourtheywanttoseeinchildren andyoungpeople.Thiscouldincludebeingrespectful,polite, honest,andfollowingtheschool’scodeofconductorbehaviour policy. Wesometimeshearlessenlightenedstaffsayingthings like“theyshouldknowhowtobehave”.Behaviourneedstobe taught,althoughawholeschoolethoscancontributetothis significantly. Consistencyiskeytopromotingpositivebehaviour. Adultsshouldbeconsistentintheirbehaviourandexpectations, whichhelpstocreateapredictableandsafelearningenvironment.Autisticandotherneurodiversechildrenandyoungpeoplewilloftenfindchangestoroutinesdistressing.Ifwetaught allchildrenasiftheywereautistic,wewouldfirstofalldonoharmandsecondlyhelpautistic childrensignificantly.
3-Usepositive reinforcement
Positivereinforcementisaneffectivewaytopromotepositive behaviour.Adultsshouldpraiseandacknowledgedesired behaviourandreinforceitthroughrewardsorrecognition. Catchingthemdoingsomethingrightcanbereallyeffective.
4-Bemindfulofyouractions
Adultsshouldbemindfuloftheiractionsandhowthey maybeperceivedbychildrenandyoungpeople.This includesbeingawareofbodylanguage,toneofvoice andfacialexpressions.Justasweseechildren becomingemotionallydisregulated,whenfacedwith