behaviour management dr

Presentation on Behaviour Presentation on Behaviour ManagementManagement

Presented By Dr. Rubina HamidPresented By Dr. Rubina Hamid

““If you think you are too small to make a If you think you are too small to make a difference, try sleeping in a room with a difference, try sleeping in a room with a mosquito”mosquito”

African proverbAfrican proverb

““Behaviour can be Behaviour can be an area where an area where we expect so we expect so much and teach much and teach so little”so little”

Galvin, Miller Galvin, Miller and Nash (1999)and Nash (1999)

1.1. General issues: Signs for General issues: Signs for concernconcern

Difficulty relating to others.Difficulty relating to others. Difficulty responding to academic Difficulty responding to academic

taskstasks Excessive behaviours.Excessive behaviours. Lack of copying behaviours.Lack of copying behaviours. Recent tragedies in our schoolRecent tragedies in our school

““There are two ways pupils get noticed There are two ways pupils get noticed in our schools, for good work or for in our schools, for good work or for bad behaviour”bad behaviour”

The Elton Report (1989)The Elton Report (1989)

IntroductionIntroduction

Terminology for these kids can be very Terminology for these kids can be very different.different.

Emotionally disturbedEmotionally disturbed Emotionally disorderedEmotionally disordered Behaviourally disturbedBehaviourally disturbed Is there a difference between ‘emotional’Is there a difference between ‘emotional’

and ‘behavioural’?and ‘behavioural’?

What about ‘socially maladjusted?’What about ‘socially maladjusted?’

So just what is ‘normal?’So just what is ‘normal?’

This can be very subjective.This can be very subjective. Depends on our personal beliefs, Depends on our personal beliefs,

standards, and values about what is standards, and values about what is ‘normal’ behaviour.‘normal’ behaviour.

The environment and situation can The environment and situation can also have a big impactalso have a big impact

Differences between teachers and Differences between teachers and parents perceptions? Surely.parents perceptions? Surely.

Why is it more difficult to build and Why is it more difficult to build and maintain maintain

positive relationships with some children positive relationships with some children than with others?than with others?

What separates them out in terms of:What separates them out in terms of: their behaviour towards youtheir behaviour towards you their behaviour towards peerstheir behaviour towards peers their attention spantheir attention span their academic successtheir academic success how they feel about themselveshow they feel about themselves their support from hometheir support from home their ability to do what they promised?their ability to do what they promised?

Two broad categories of behaviourTwo broad categories of behaviour

Externalizing Externalizing behavioursbehaviours

Internalizing behavioursInternalizing behaviours

Externalizing BehavioursExternalizing Behaviours Violates the rights of Violates the rights of

others others Violates societal norms Violates societal norms

or rulesor rules Has tantrumsHas tantrums Causes Property damageCauses Property damage Is hostileIs hostile Argues Argues Is defiantIs defiant Is physically aggressiveIs physically aggressive Ignores teacher’s Ignores teacher’s

reprimandsreprimands StealsSteals

• Uses lewd or obscene gestures

•Damages other’s property

• Demonstrates obsessive/compulsive behaviours

• Causes or threatens physical harm to people or animals.

• Is hyperactive

Internalizing BehavioursInternalizing Behaviours

Exhibits painful Exhibits painful shynessshyness

Is neglected by Is neglected by peerspeers

Is teased by peersIs teased by peers Is depressedIs depressed Is anorexicIs anorexic Is bulimicIs bulimic Is socially Is socially

withdrawnwithdrawn Tends to be suicidalTends to be suicidal Has unfounded Has unfounded

fears and phobiasfears and phobias

• Tends to have low self-esteem

• Has excessive worries

• Panics

PrevalencePrevalence

Vary greatly from source to the next.Vary greatly from source to the next. As low as 0.05% .As low as 0.05% . As high as 33%.As high as 33%. Lots are undiagnosed.Lots are undiagnosed.

Most Frequent Forms of Most Frequent Forms of MisbehaviourMisbehaviour

Arriving late for the lessonArriving late for the lesson Not paying attention to the teacherNot paying attention to the teacher Excessive talking – talking out of turnExcessive talking – talking out of turn Being NoisyBeing Noisy Not getting on with the workNot getting on with the work Pupils being out of seats without a reasonPupils being out of seats without a reason Hindering othersHindering others Elton Report 1989Elton Report 1989

Main causesMain causes

Conditions such as ADHD; Autistic Conditions such as ADHD; Autistic Spectrum Disorder such as Asperger Spectrum Disorder such as Asperger Syndrome.Syndrome.

Motivation and the disaffectedMotivation and the disaffected Use of ‘recreational’ drugsUse of ‘recreational’ drugs Poor classroom managementPoor classroom management

Causes of Poor BehaviourCauses of Poor Behaviour

An inability to do the An inability to do the work setwork set

BoredomBoredom Effort demanded for Effort demanded for

too long a period too long a period without a breakwithout a break

Attention seekingAttention seeking Lack of motivation to Lack of motivation to

learnlearn Lack of self-disciplineLack of self-discipline

•Power seeking•Poor systems in place for behaviour management•Outside factors

Health Warning!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:Children need to feel:

safesafe

welcomewelcome

valuedvalued

supportedsupported

motivatedmotivated

You should aim to:You should aim to: understand and work understand and work

within school within school behaviour policiesbehaviour policies

manage behaviour manage behaviour in a positive way as in a positive way as part of a teampart of a team

support pupils support pupils to understand to understand expectations of expectations of behaviourbehaviour

““Talk is paramount. Talk is paramount. You both need to be You both need to be

able able to say how you’re to say how you’re feeling and share your feeling and share your thoughts. thoughts.

All decisions come All decisions come through compromise through compromise and bouncing ideas and bouncing ideas off each other.”off each other.”

From Primary Teachers, From Primary Teachers, January 2007, No 48, January 2007, No 48, DCSFDCSF

Praise and affirmationPraise and affirmation

Praise statementsPraise statements Affirmation Affirmation

statementsstatements Public praisePublic praise Discreet, private Discreet, private

praisepraise

Key pointKey point

Positive feedback Positive feedback and praise and praise encourages encourages and promotes good and promotes good

behaviourbehaviour

Catch children being good

An effective instruction or An effective instruction or requestrequest

Use a name or other verbal Use a name or other verbal cues cues to gain attentionto gain attention

Establish eye-contact and Establish eye-contact and pausepause

Give your instruction simply Give your instruction simply and clearlyand clearly

Give the pupil a chance to do Give the pupil a chance to do it and thank themit and thank them

Repeat the instruction, if Repeat the instruction, if necessary.necessary.

The way you communicateThe way you communicate

with others affects how with others affects how

they feel and can have an they feel and can have an

impact on their behaviourimpact on their behaviour

WhatWhat you say, you say, howhow you you

say it and your say it and your body body

languagelanguage are important are important

You can develop skills for You can develop skills for

positive communicationpositive communication

Social and emotional aspects Social and emotional aspects of learningof learning

Self-awarenessSelf-awareness Managing feelingsManaging feelings MotivationMotivation Empathy Empathy Social skillsSocial skills

SEAL and learning (1)SEAL and learning (1)

It’s difficult to:It’s difficult to: pay attentionpay attention concentrate on a taskconcentrate on a task be creativebe creative work within a groupwork within a group be motivated and be motivated and

interestedinterested keep going when keep going when

things are difficult…things are difficult…

SEAL and learning (2)SEAL and learning (2)…If we feel awkward• anxious• embarrassed• stressed• angry• frustrated• excluded

Stay calm!Stay calm!

Model the behaviour you want Model the behaviour you want to seeto see

Become more assertiveBecome more assertive

Defer an issue until laterDefer an issue until later

Focus on the real problemFocus on the real problem

Use of choice:Use of choice: Some children view Some children view successsuccess and and failuresfailures as the as the

fault of others. fault of others. ChoiceChoice helps children to understand helps children to understand the the responsibility responsibility they have in their they have in their own own behaviourbehaviour. (Roffey and O’Rierdan, 2001). (Roffey and O’Rierdan, 2001)

By presenting the children with a choice, you are By presenting the children with a choice, you are allowing the students to allowing the students to choose the consequencechoose the consequence of their actions. Therefore you will no longer of their actions. Therefore you will no longer become the become the ‘bad guy’‘bad guy’ (Canter, 1992) (Canter, 1992)

Vass and Hook (2004) suggest three stages of Vass and Hook (2004) suggest three stages of managing behaviour through choice:managing behaviour through choice:

1.1. Giving children Giving children choice choice about their behaviour about their behaviour within ruleswithin rules

2.2. InfluencingInfluencing them to make the them to make the appropriate appropriate choicechoice

3.3. Applying the Applying the consequencesconsequences

Search for a solution Search for a solution togethertogether

Research on types of Research on types of communicationcommunication

Using language positivelyUsing language positively

Common phrases Common phrases Don’t use that language to Don’t use that language to

me!me! Why are you dropping Why are you dropping

litter?litter? You’ve left your equipment You’ve left your equipment

out againout again How dare you argue with How dare you argue with

me?me? Stop pushing into the Stop pushing into the

queuequeue You shouldn’t be in hereYou shouldn’t be in here

You really are annoying me You really are annoying me when you interruptwhen you interrupt

Could becomeSpeak 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- TechniquesGuidance- Techniques

INEFFECTIVE PRAISE:INEFFECTIVE PRAISE: ““I like the way you put up your I like the way you put up your

hand.” hand.” Why?Why? This praise isThis praise is manipulative, value manipulative, value

laden and judgmental.laden and judgmental. We need to get in the habit of We need to get in the habit of

providing children with information providing children with information aboutabout what they did what they did coupled withcoupled with WHY it made a difference, (the WHY it made a difference, (the results of their choices).results of their choices).

Guidance- TechniquesGuidance- TechniquesEFFECTIVE PRAISE OR EFFECTIVE PRAISE OR

ENCOURAGEMENTENCOURAGEMENT

Hitz and Driscoll (1988,p.12)Hitz and Driscoll (1988,p.12) Daniel just finished a painting. Daniel just finished a painting.

He comes to you, the teacher, He comes to you, the teacher, and says, “Look at my and says, “Look at my painting. Isn’t it beautiful?”painting. Isn’t it beautiful?”

You reply, You reply, “You look happy about your “You look happy about your painting. Look at all the colours you painting. Look at all the colours you used.”used.”

How is this different from other praise?How is this different from other praise?

Guidance- TechniquesGuidance- TechniquesEFFECTIVE PRAISE OR EFFECTIVE PRAISE OR

ENCOURAGEMENTENCOURAGEMENT Sue seldom talks in the group.Sue seldom talks in the group.

Today she told a short story about Today she told a short story about Hallowe’en.Hallowe’en.

““That was a very scary story you That was a very scary story you told. It gave me goose-bumps.”told. It gave me goose-bumps.”

How is this differentHow is this different from other from other praise?praise?

Our own feelingsOur own feelings

AnnoyedAnnoyed

Angry, provokedAngry, provoked

HurtHurt

Defeated, discouragedDefeated, discouraged

Escalation and De-escalating Escalation and De-escalating ConfrontationConfrontation

BehavioursBehaviours that that escalateescalate confrontation confrontation Threatening Threatening the childthe child Raised voicesRaised voices

BehavioursBehaviours that that de-escalate de-escalate confrontationconfrontation

Label the behaviour not the personLabel the behaviour not the person Keep a calm level voiceKeep a calm level voice

Corporal punishmentCorporal punishment

Abolished in 1987 in state schoolsAbolished in 1987 in state schools Abolished in 1999 in private schools.Abolished in 1999 in private schools.

Smacking a pupil was no longer seen Smacking a pupil was no longer seen as a way of controlling behaviour in as a way of controlling behaviour in

settings and schoolssettings and schools

Children's Act 1989Children's Act 1989

Stated that every school should have Stated that every school should have a a behavioural policybehavioural policy that is age that is age appropriate and supported by appropriate and supported by parentsparents

SanctionsSanctions should be made clear so should be made clear so that children learn the difference that children learn the difference between right and wrongbetween right and wrong

Section (6.22) (1989)Section (6.22) (1989)

““Corporal punishmentCorporal punishment i.e. smacking, i.e. smacking, slapping and shaking” is illegal in slapping and shaking” is illegal in mainstream and special schools.mainstream and special schools.

AlthoughAlthough

““Physical actionPhysical action can be taken in an can be taken in an emergency to prevent injury either to emergency to prevent injury either to child, adult or serious damage to child, adult or serious damage to property.”property.”

Children's Act 2004Children's Act 2004

This recent legislation has taken steps to This recent legislation has taken steps to prevent parents smacking their children prevent parents smacking their children ‘‘hard enough to leave a mark’.hard enough to leave a mark’.

Mild smacking is only allowed under a Mild smacking is only allowed under a ‘‘reasonable chastisement’.reasonable chastisement’. Physical Physical punishment is barred that also causes punishment is barred that also causes visiblevisible bruising and bruising and mentalmental harm. harm.

Maslow’s hierarchy of needsMaslow’s hierarchy of needs

Label the behaviour, not the Label the behaviour, not the pupilpupil

Give choices but not Give choices but not ultimatumsultimatums

Know when and how to get Know when and how to get helphelp

““If it is our If it is our intention intention to to discipline with respect and discipline with respect and confidence, that intention confidence, that intention needs to come needs to come through through our our

language” (Rogers, B. 2005)language” (Rogers, B. 2005)

Thank you for listening!

Any Questions ?Any Questions ?