behaviour blueprint training resource pack… · the moment you deliver a sanction is the moment...

The Pivotal Behaviour Blueprint

Online Training for Senior Leaders

The Pivotal Behaviour Blueprint pivotaleducation.com 2

T +44 (0)20 7000 1735 E [email protected] W pivotaleducation.com

All content © Pivotal Education Ltd 2016




Session 1 (90 minutes) Task: Is there something wrong with your policy? If you could change one thing about the way your learners behave, what would it be? Your thoughts:

Discussion with your partner:

Key points from the group discussion:




Task: Visible consistencies Visible consistencies already in the school/college:

Key moments in the day where staff come together and stand together:

Blueprint Fill in the Visible Adult Consistencies section.




Task: Chaos of rules List of possible rules:

The five rules decided by the group:

1.

2.

3.

4.

5.

Arrive on time every time No bullying Walk on the left Be polite to Midday supervisors Be on time Kind feet Try your best Don’t run in the PE corridor Follow instructions Don’t argue with teachers Listen Kind hands No swearing Be respectful Hold doors for one another No phones in lessons Bring your equipment Be ready to learn Stay safe online Pick up your own litter

Bring all your equipment Wear proper school uniform Make sure you have a bag for your books Never enter a classroom without a member of staff School starts at 8.45am Clean your table when you have finished lunch Don’t push into the line say ‘please’ and ‘thank you’ One voice at a time No knives No trolling online Keep hands and feet to yourself Be polite We are kind Try your best Be resilient No chewing gum Don’t eat in class You cannot leave the classroom without a hall pass No sandwiches or packed lunches to be eaten outside the dining hall




If it is appropriate to talk to all staff at this stage, you can complete this section now, if not, complete this section prior to session 2.

Talk to staff and agree on three simple rules

The three rules decide by all staff:

Blueprint Fill in the Rules section.

1.

2.

3.




Task: Recognition not reward The ways we make learners feel important for the wrong reasons: What the policy says:

What happens in practice:




Task: Over and above 10 ways to positively recognise over and above behaviour: Your list: Any additions from your partner?

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.




Draft list from group discussion:

Blueprint Fill in the Over and Above behaviours section

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

1.

2.

3.

Best Three




Task: Homework

Review:

What routines are already established that you could build on?

Which visible consistencies would have the most impact over the long-term?

Collect all posters, signs and other bits of paper that relate to behaviour from across the site.

Ask staff and learners: “what are the rules?”

If you have not yet completed the rules section:

Talk to staff and agree on three simple rules

The three rules decide by all staff:

Blueprint Fill in the Rules section.

1.

2.

3.




Session 2 (90 minutes) Task: Stepped Sanctions

Make notes from the clip, what should the teacher be doing next?

Clip 1:

Clip 2:




Steps expected from all teachers to tackle persistent poor behaviour:

With a partner, agree a set of steps:

Blueprint Fill in the Stepped Sanctions section.

1.

2.

3.

4.

5.




Task: Microscripting Read “30 second Intervention” by Paul Dix

30 Second Interventions Strip out all the ‘magic’ systems, reward catalogues, funky behaviour data tracking software and general frippery that now seems to accompany behaviour in many schools and you are left with what really matters – real conversations with angry children at the point of crisis. It is these moments that lie at the heart of good behaviour and relationship management. It is these moments that are the difference between calm and chaos, confrontation and compliance, inclusion or exclusion. When children dig their heels in and tell you with passion that ‘it’s shit, I won’t do it and you can’t make me’, it is not just your behaviour management skills that are being tested. It is your values, your emotional resilience and your humanity that is under the microscope. Interrupt and disrupt thought patterns quickly and efficiently you become expert at diffusing behaviour bombs that others allow to explode. The longer each negotiation around behaviour takes for the few, the less time you can give to the many. Children who behave badly in class will inevitably need more of your time outside of lessons. Don’t give it to them in class too. Limit your formal one to one interventions for poor behaviour in class to 30 seconds each time. Get in, deliver the message, ‘anchor’ their behaviour with an example of the child’s previous good behaviour and get out. With your dignity in tact and the child’s dignity in tact. That is the ‘win, win’. The 30 second intervention demands careful often scripted language. The idea is simple. The performance takes practice. 30SECi is not designed to force the child to play ‘good puppy’, beg for forgiveness and turn their life around before break time. It is carefully planned, utterly predictable and safe way to send a clear messages to the child. ‘You own your behaviour, your poor behaviour does not deserve my time, you are better than the behaviour you are showing today (and I can prove it!). The moment you deliver a sanction is the moment that confrontation/ complaint/protest will emerge. Counter this defensive response in your 30-second intervention by immediately reminding the child of a previous example of their personal discipline ‘Do you remember yesterday/last week when you: helped me tidy up/led the group/gave me that excellent homework? Remember Mum’s face when she got the note? That is the person I know, that is the Chelsea I need to see today’. Then use ‘Thank you for listening’ as an excuse to move away and leave the child to their choice. Walk away. Don’t be tempted to ‘loom’ over the child waiting for them to decide what to do. Walk away. Don’t turn back. Even if you have just perfectly performed the 30SECi perfectly the child may need time to make a choice, time to get back to work and yes time for other children to turn their attention away.

Notes & reflections




As you walk away Chelsea will be busy baiting a hook to fish you back. Her bait box box is full of tasty teacher triggers, a loud sweary mutter, perhaps the classic ‘finger’ or the utterly disrespectful teeth kissing coupled with quietly insulting murmurs. Don’t be tempted to take the bait. Keep walking. The rest of the class will realise that you didn’t let it go soon enough. If you rush back in to confront the secondary behaviours you pass over control to the child. You have lost. A full-blown confrontation is the ultimate reward for the child who likes to provoke. All your hard work is soon undone as the emotion accelerates to sweary door slamming report writing segregation cell nastiness. Of course as you walk away your first job is to write down, discreetly, what just happened so that you can you can speak to the child when everyone is calm. You might prefer to wait until the cold light of the morning to share the note you made with the child. In my experience a blurry-faced teenager gives apology and shows regret with more ease. Fully awake and fuelled with sugar/caffeine/stimulant of choice can be trickier beasts. In time the certainty of your ‘follow up’ soon ripples through the rest of the class “He’ll get you, he won’t do anything now, but he’ll get you”. A pointy finger, looming presence or sarcastic tone will undermine the technique. Everything about your physical and tonal approach must scream “I HAVEN’T COME HERE FOR AN ARGUMENT!” Pull up a chair or get on your knees. Take away every nuance of anger, every drop of anger fuel that some children crave. Strip out the negative reinforces and leave the child feeling that they can have control of their behaviour themselves. With a 30SECiyou no longer need to improvise. The script is set, the pace predetermined and the arc of the intervention fine-tuned. The brevity of the intervention affords no time for the gradual crescendo of the improvised castigation. Neither is driven by big sticks and heavy punishment. It leaves the child thinking about their actions, knowing that someone important believes they are better. At the pivotal point of behaviour management you can address difficult behaviour while leaving your relationship perfectly in tact. Performing the 30SECi well is truly skilful behaviour and emotion management. It takes a great deal of self-control to stop your emotion creeping out. Reminding children of their good behaviour in the middle of dealing with their poor behaviour takes practice. Matching humility and certainty takes some emotional resilience on your part. Yet when everyone sees that poor behaviour is no longer rewarded, that interventions are quick, efficient and predictable the classroom becomes safer and less explosive place to learn. First published Times Educational Supplement (TESPro magazine) January 2012 © Paul Dix 2012

Notes & reflections




Share your ideas with a partner, what do you really like, what can you see being most effective?

What are the key mantras word or phrases that you want all staff to communicate to learners about behaviour on a daily basis? Your thoughts:




Discussion with your partner:

Key points from the group discussion:

Blueprint Fill in the Microscript section.




Task: Restorative questions Where could you pilot restorative conversations immediately in your school or college?

Blueprint Fill in the Restorative Question section.

Blueprint Complete the Our Value message.

behaviour blueprint training resource pack… · the moment you deliver a sanction is the moment...

Documents