Page 1


• 
Governors

 • 
Senior
managers
 • 
Principal
 • 
Clerk
to
the
Corporation


• 
Teacher
 • 
Team
Leader
 • 
Support
Assistant


• 
Mid‐managers
 • 
Departments
 • 
Sections
 • 
Head
of
Faculty
 • 
Units



• 
Chatter/disrespecting
others
 • 
Disengagement/avoidance



• 
Discussion/debate

 • 
Transactional
analysis/crossed
transactions
 • 
Cultural
capital
–
avoiding
the
deficit
model
 • 
Social
learning
theories
–
consistent
seating
 • 
Social
cognition
‐
ZPD
 • 
Adapt
strategies
for
learners
with
dyspraxia,
aspergers,
 autism
 • 
Recoginise
symptoms/characteristics



• 
Student
Disciplinary
Procedure

 • 
The
Children
Act
2004
‐
ELM
 • 
Equality
and
Diversity
Policy

 • 
Violent
Incident
Procedure

 • 
Child
Protection
Policy
Procedure

 • 
Student
Absence
Procedure
 • 
Student
Anti‐Bullying
Policy
Procedure




• 
The
Equality
Act
2010,
Part
6,
Chapter
2
 • 
The
Children
Act
2004
–
ELM
 • 
Health
&
Safety
at
Work
Act
1974
 • 
The
Police
Act
1997
 • 
Data
Protection
Act
1998
 • 
Freedom
of
Information
Act
2000
 • 
Education
and
Inspections
Act
2006
 • 
Human
Rights
Act
1998
 • 
Education
Act
2002



Violent
Incident
Procedure
 In
very
exceptional
circumstances,
physical
restraint
may
 be
necessary
if
there
is
a
risk
to
health
and
safety.





• 
Equality
and
Diversity
Policy
2008
 • 
Treat
everyone
fairly,
with
respect
and
understanding
 

 • 
Seek
out
and
welcome
individuals
and
groups
from
all
 sections
of
the
local
and
wider
community




The
Student
Disciplinary
Procedure
 Students
must:
 3.1.1
Use
College
facilities
and
conduct
themselves
in
a
 manner
that
respects
the
needs
and
aspirations
of
others
to
 learn,
teach
and
live
within
the
community
of
the
College.
 3.1.3
Respect
the
property
of
the
College,
and
of
its
staff,
other
 students
and
visitors.



Four
stages
to
the
student
disciplinary
 procedure.
 Informal
verbal
warning
 The
college
will
do
everything
it
can
to
resolve
 issues
informally




Four
stages
to
the
student
disciplinary
 procedure.


First
written
 warning


Second
written
 warning



Four
stages
to
the
student
disciplinary
 procedure.


First
written
 warning


Second
written
 warning


Final
formal
 written
 warning



Four
stages
to
the
student
disciplinary
 procedure.


First
written
 warning


Second
written
 warning


Final
formal
 written
 warning


Disciplinary
 hearing



Four
stages
to
the
student
disciplinary
 procedure.


First
written
 warning


Second
written
 warning


Final
formal
 written
 warning


Disciplinary
 hearing



“The
college
will
do
everything
it
can
to
resolve
issues
 informally”
 Learners
are
often
given
many
informal
verbal
warnings,
leading
 them
to
believe
that
disrespectful
behaviour
is
wrong
but
will
be
 tolerated.
 Behaviourist
operant
conditioning
approaches
such
as
more
strict
 issuing
of
written
warnings
could
be
a
more
effective
behaviour
 management
strategy
from
a
delivery/systems
level.




• 
Humanist
approach
 • 
Focus
on
the
learner
 • 
1‐2‐1
get
to
the
root
of
the
issue
 • 
Negotiation
 • 
Find
ways
to
overcome
issues
rather
than
using
 them
as
excuses/barriers
 • 
Provide
environment
in
which
learners
can
learn



• 
Humanist
approach
 • 
Ignored
request
to
take
part
in
group
work
 • 
Behaviourist
approach
 • 
Outlined
student
disciplinary
procedure


Minor
misconduct

 15.2.2
any
minor
failure
to
follow
the
reasonable
instructions
 of
a
member
of
staff


• 
Joined
group
and
continued
to
work



• 
Equality
and
Diversity


Create
a
classroom
ethos
and
learning
environment
which
are
inclusive
enabling
 all
students
to
feel
comfortable
and
supported
in
realising
their
potential


• 
The
Children
Act
2004
–
ELM


Enjoying
and
achieving,
Making
a
positive
contribution,
Achieving
economic
well
 being


• 
Student
Disciplinary
Procedure


15.2.2
any
minor
failure
to
follow
the
reasonable
instructions
of
a
member
of
 staff;


• 
Safeguarding
 CRB
check,
security



• 
Adjust
behaviour
management
strategies
for
different
 learners
or
situations
 • 
Maintain
communication
between
delivery
and
systems
 levels
 • 
Support
from
colleagues
and
department



Atherton
J.S.
(2010)
Learning
and
Teaching;
Constructivism
in
learning
[On‐line]
UK:
Available:
 http://www.learningandteaching.info/learning/constructivism.htm
Accessed:
2
February
2011
 Atherton
J.S.
(2011)
Learning
and
Teaching;
Behaviourism
[On‐line:
UK]
retrieved
31
March
2011
 from
http://www.learningandteaching.info/learning/behaviour.htm

 Bandura,
A.
(1986).
Social
Foundations
of
Thought
and
Action:
A
Social
Cognitive
Theory.
 Englewood
Cliffs,
NJ:
Prentice
Hall.
 Bowles,
W
and
Jensen,
M.
Cultural
Capital
(no
date)

 http://www.williambowles.info/mimo/refs/tece1ef.htm(Accessed
7/3/11)
 ericberne.com
(2011)
Detailed
History
and
Description
of
Transactional
Analysis

 http://www.ericberne.com/transactional_analysis_description.htm
(Accessed
9/3/11)
 Gould,
J
(2009)
Learning
Theory
and
Classroom
Practice
in
the
Lifelong
Learning
Sector.
Glasgow:
 Bell
&
Bain
Ltd
 Vizard,
D
(2007)
How
To
Manage
Behaviour
in
Further
Education.
London:
Sage


Behaviour Management  

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