ELT Behaviour & Engagement 101
Some points of view on behaviour Students are much the same as they always
were; we have always thought they are used to complying without argument. Poor behaviour is a symptom; like running a temperature. It tells us that there is a problem somewhere else in the school system. If staff are consistent behaviour management is easy. If the teaching is right we do not need behaviour management.
Three Golden Theories Behaviourism. The power of reward
and acknowledgement. Sanctions light but certain. The problem of perverse rewards. Cognitive theory. Teaching and modelling expectation. Focussing relentlessly on target behaviour. The power of routines. Humanist theory. Meeting needs. Knowing the young person. Building relationships.
Consistency So that children can learn
expectations rather than how to manage or manipulate adults So that poor communicators get a clear message Because we are different and human it is always an aspiration rather than a reality.
The Behaviour Plan RULES - MAXIMUM FIVE. POSITIVELY FRAMED APPLY ALL DAY “FOLLOW DIRECTIONS” AS FIRST RULE CLEARLY DISPLAYED.VALUE STATEMENTS. REWARDS - A RANGE OF TANGIBLES AND INTANGIBLES ADULT PRAISE THE MOST IMPORTANT ITEMS CONSEQUENCES - LIGHT SANCTIONS - -IN A HIERARCHY CONSISTENTLY APPLIED (NOT TRIGGERED BY ANGER) -IN A HIERARCHY CHOICE EMPHASISED - BALANCED WITH SUPPORT A TRACKING SYSTEM NEEDED FOR BOTH POSITIVE & NEGATIVE SANCTIONS
Routines – Here are some of the routines that teachers use in lessons. Each teacher and class may decide on others.
Starting lessons – bags away, equipment ready Following the seating plan Recording homework at the start of the lesson Using appropriate sound levels http://teachbytes.com/2013/04/18/calmcounterfree-classroom-noise-level-monitor/ Getting equipment out and putting it away
What I saw last week Put your hand up if you wish to
speak Active listening when other people are talking Do your best
Assertiveness Firm but fair. Based on confidence and
preparation. Strong use of target language. Deliberate use of reinforcement. Body language and voice modulation. Passive responses. Ignoring, pointless questions.
Giving up Aggressive responses. Sarcastic, bullying,
shouting.
Managing difficult situations Assertive scripts – brief – target focussed
– repeated – acknowledge hooks but carry on. The three part encounter: a. Establishes communication and empathy b. Exchanges information, evidence c. Sums up meeting, looks forward Level of power. Locus of control: ranges from telling through explanation to empathic listening
remember When we are full of adrenaline we can
only process short and repeated messages It is often better to use reassurance rather than veiled instruction – eg “everything will be all right” is better than “calm down”. If you find yourself in a power struggle with a child it may be a good idea to adjourn or hand over to another adult If we tactically ignore a behaviour we must follow it up afterwards.
Some stems and messages I need you to, I want you to.. That’s a nice cap. I need you to take it off. Thanks
very much (the positive negative positive sandwich). When see I people chatting I know they are not listening, stops other people from learning and it makes it harder for me to teach Remind me what the rule is... I see you every day. There are another twenty days in this term and seventy two days next term so I need you to understand the routines (I am not going away)
I want you to be a big success in my class (I am
not going away) You are a member of my class and our school. The rules apply to you like everyone else (You belong here) Tell me a bit more (when a child complains about fairness) I understand what you are saying and I will pay attention to it, now we need to focus on how you will be successful Tell me what the rules are in my classroom/playground, dining room. (opens up communication – be prepared to give plenty of prompts)