Advanced Classroom Management

Kay Morris & Helen Harris

Objectives of session

Explore assertive options for diffusing conflict

Explore methods to change behaviour pattern as a result of your approach

Establish a standardised approach to dealing with behaviour issues

Scenario discussion

Classroom incidents – aiming to respond rather than react

Styles of responding

Consider the following classroom situation:

Josh grabs Craig’s mobile phone and appears to hide it from him.

Think about the following options for the teacher:

1. ‘Josh, stop being childish and give Craig his phone back.’

2. ‘Josh, we ask before borrowing in this classroom. Craig why have you got your phone out’

3. ‘Josh, you’re quite able to get on with your work, so return Craig’s phone and let him put it out of sight and he can do the same.’

Options

These three simple options have both similarities and differences. They are similar in that they all indicate to Josh that the teacher has noticed his

behaviour and decided it is inappropriate. In that sense they may all serve to mark a boundary on

behaviour. But they also have differences:

1. has elements of judging the person, negatively

2. points to an agreement previously made

3. refers to responsibilities in learning.

Impact:

The impact of these different styles, if generalised over time, can be quite marked.

Style ‘1’ can be counterproductive in terms of improving behaviour because it may build up resentments; it may be the style of the ‘deviance-provocative teacher’

Style ‘2’ can be effective if it is set against a background of making and reviewing agreements regarding classroom behaviour.

Style ‘3’ makes the important link with what we aim to achieve in classrooms, it reaffirms our purpose. But style ‘1’ is quite prevalent in our classrooms and the most frequently occurring teacher comments are very brief: ‘Stop it’ and ‘Shut up!’

Activities Scenarios

Look at 2 scenarios And view... Restorative justice clip http://archive.teachfind.com/ttv/www.teachers.tv/series/

secondary-management.html

What would you do? groups work/discussion

Dealing with a late arrival to classScenario 1

You have just started the introduction to a lesson and a

student arrives late.

A. How do you respond so that there is minimum interruption to your lesson?

B. What do you do to follow on?

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Scenario 1 - Solutions

A• Late sheet / book• Outcomes sheet with reading activity given to them• Late table• Have a planned activity ready for them to do to catch up

B• Keep learner behind at the end of the session to catch up on

valuable missed work. Take them into library if room not available • Keep a note for next session – 2 lates have discussion about

ground rules. 3 lates report to course personal tutor, needs to be consistently followed through. Suspension is an option – use it!

 

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Responding to a student who refuses an instructionScenario 2

You tell a student who is disturbing the work of others to

concentrate on their task. The student continues to be

disruptive.

 

A. How do you respond?

B. What is the follow on?

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Scenario 2 - Solutions

Move to the student and repeat the instruction Question the student to engage them

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Quote

“Professionals who behave confidently and who give the impression that things are under control are less likely to be assaulted or to witness assaults.”

Discuss...

Responding to aggressionassertively

Aggression comes in many forms

Direct physical aggression towards classroom staff is comparatively rare. When faced with direct aggression, the two main responses are ‘fight’ (returning the aggression) or ‘flight’ (non assertion).

These may seem natural, or indeed sensible in evolutionary terms, but it is possible to develop a new response – learning to respond to aggression assertively so that you retain control of your own behaviour. When developing this response as an addition to our repertoire, two connected things become noticeable.

First we often predict that we will get a violent reaction to our assertive response. This is inaccurate. Second, our predictions shape our range of behaviour, this can be in either a limiting or expanding fashion.

How can I get myself toreact less?

Here it is worth considering the fast sequence which

occurs when we’re faced with any incident. It starts

with the lower part of the brain firing off some very

quick feelings. Then follow the higher parts of the

brain which bring in a range of considerations and

previous experiences. Finally, we decide what to do

and act. So, with emotionally intelligent behaviour,

the sequence is:

Feel –Think - Do

Remember or anticipate a situation where you were on the receiving end of someone else’s aggression.

Try to notice your own ‘inner dialogue’.

This may be very brief, but can have strong effects, both on how you subsequently feel and on your range of possible behaviour.

You can practice spotting this and its effects. Here are some examples:

Inner dialogue Possible feelings Possible behaviour

1. ‘Who does he/she think he/she is?’ Anger Aggression

2. ‘How could he/she behave like that?’ Hurt Non-assertion

3. ‘This looks nasty, I’d better go along with it.’ Fear Non-assertion

4. ‘He’s getting annoyed but I’ve seen this before.’ Calmness Assertion

How do you deal with...

Aggression Defensive behaviour

Activity -Brainstorm

This is a paper exercise so be honest here

(quiet reflection)

A Typical behaviour issue.............

Learner starts to eat lunch (crisps and a sandwich)

Teacher - asks him to stop eating and return food to his bag.

He refuses and continues to eat and he rebelliously puts his feet up on the table

Teacher - repeats the request and is ignored once more

What would you do????????

What if your assertive approach doesn't work

Ask them to leave the room???? Call for help???? How can you do this?? Team approach ??? What can you do to assist the individual teacher(team

approach)??? Involve security staff???

What are your realistic option here?

Hold a meeting.......

Example area : Sport Studies Establish a plan for a

standardised approach to manage unacceptable behaviour

Hold a team meeting

You can choose to deal with one area or your college as a whole

Wider College: What are the typical

behaviours in your area Discuss how this approach

could work in your area On meeting sheet identify

key people that would be willing to support the process

Outline the process to tell others in your team

Meeting minutes

Record of Meeting Date 9th May Start Time  :End Time: Venue :Agenda: Process Roles/timetabling  Communication   Routes and responsibilities  Monitoring Strategy  Standardised approach

THINK ABOUT -

Problems/Queries/Solutions

Your team approach

Actions and outcomes planned

Team accountability

So what?????

Next steps...

Sport Arrange next team meetings Evaluate strategies and

action put in place TLA support Think about the wider

members of the team

Restorative justice – pilot Induction plans Sustainability - evidence

Wider College What have you identified What have you planned Who do you need to

speak to next TLA support

Restorative justice – pilot Induction plans Sustainability - evidence

IF TIME

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There are classic errors that teachers make when it

comes to instilling order in the lesson

......but happily they can be remedied.

Discussion points

Attempting to control a class Taking poor behaviour personally Criticising the person rather than the behaviour Not giving a learner a second chance Making threats Inconsistent approach

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Extra resources

Some slides are good for discussion and further support during workshops

If used in the workshop they need to be broken down further to avoid a formal presentation

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Attempting to control a class

You cannot control anybody else’s behaviour but your own. If teachers are determined to control lesson interactions

become hostile Increasingly demanding with a heavy reliance on

punishment.

Highly effective teachers seek to influence

and manage learner’s behaviour.

Taking poor behaviour personally

All behaviour is purposeful - it attempts to either gain something, usually peer kudos or attention, or not lose something, usually saving face in front of their friends.

You can avoid this by: Modelling the behaviour you want rather than react to the

behaviour you’re getting. Looking to find solutions to behavioural issues in a

professional and measured way Managing your emotions and being optimistic that a way

forward will be found in time. Keeping things in perspective; remember the things you do

well and avoid focussing on things that have gone badly.

Criticising the person rather than the behaviour

Really effective relationships are built on distinguishing what someone does - their behaviour -from the actual person. For example, if a teacher says: ‘Don’t be so spiteful!’ the learner will feel personally attacked.

Criticising the specific behaviour is a more effective strategy as it gives pupils an opportunity to learn and modify their behaviour. The same teacher could say instead, ‘Mocking Chris is hurtful behaviour.’

Not giving a learner a second chance

If a learner behaves poorly give them a chance to start afresh. If you don’t allow learners to make amends it can limit their relationship with you and damage their self-esteem. It’s also unlikely that there will be any positive change.

Making threats

If you make threats of any kind or personal, derogatory remarks, this can only lead to a hostile relationship, damaged self-esteem, and worsening behaviour.

Threats tend to have an intimidating and bullying tone and are often said in an emotional way

Inconsistent approach

Often this presents as giving warnings or sanctions but not carrying them through or applying sanctions and then letting learners off

Good advice ...

read on a regular basis to remind you how to remain professional and reinforce your own good practises of being positive and a good role model

It is always good to revisit your behaviour management techniques