corrective language mind the gap

22
MIND THE GAP Corrective language and its correct usage Bonny Holland Behaviour Consultant

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Page 1: Corrective Language Mind The Gap

MIND THE GAPCorrective language and its

correct usage

Bonny Holland

Behaviour Consultant

Page 2: Corrective Language Mind The Gap

All in a day’s work teaching children in 2008

Inattention, tirednessTalking out of TurnCalling outIsolated incidents of rudenessDrinking, eating in classFailure to share resources and co-operateOne off failure to follow reasonable requestsCareless behaviourLatenessNo equipment / wrong equipmentUniform infringementsHomework issues

Page 3: Corrective Language Mind The Gap

The discipline of noticing

StandardsTimingSignals from you that you noticed

VerbalGesturesBody language: proximity, stance, positionVisual signs: graphics

Page 4: Corrective Language Mind The Gap

Levels of misbehaviour

Teacher within the classroom, support staff

Teacher beyond the classroom, support staff

Head Of Year involved

Senior Leadership Team involved

Outside agencies involved

Page 5: Corrective Language Mind The Gap

Relationships and responsesRelationships and responses

Your relationship with a pupil is a major determinant of how an incident will turn out.

The use of corrective language can have a significant impact on the adult/pupil relationship.

Page 6: Corrective Language Mind The Gap

Stage 1 Approach language

OK so you’ve noticed something…….but is it worth noticing?

Is it a low level infringement?

Is it medium level?

Is it high level misbehaviour?

Is it impacting on learning?

Page 7: Corrective Language Mind The Gap

Task

In pairs discuss typical incidents that you might notice in a classroom at this school that would require you to respond; select one and describe it on a post it.

Example

A Y9 boy enters my classroom just after break time with a tie around his head.

Page 8: Corrective Language Mind The Gap

Incidents

Equipment

Uniform

Language usage

Physicality

Attitude and manner

Health and safety

Other

Page 9: Corrective Language Mind The Gap

Stage 1 What to say, what to do?

Make a descriptive statement indicating what exactly it is you’ve noticed

Pause for the…..explanation that this approach will lead to

Questions that begin with ‘Why….’ Statements that illicit a defensive reaction Change to the pace of the lesson

Page 10: Corrective Language Mind The Gap

Stage 1: Stem sentences

″ You are…

″ I see ….

″ We are….

″ I am….

″ You have…

″ The …..

″ It is….

Write a stem sentence starter to match your incident

Page 11: Corrective Language Mind The Gap

Typical pupil responses

Ignoring

Confirmation and self correction

Secondary defensive behaviours

Avoidance behaviours

Distraction behaviours

Low level verbal abuse

Page 12: Corrective Language Mind The Gap

Stage 2: Standards and Rules

″ The rule is….

″ That is….

″ In this lesson all students need to…..

″ In this class…..

″ At this school….

″ When.. students must….

″ At home people can ….but at school…

Page 13: Corrective Language Mind The Gap

Stage 2: Pupil responses

Explanations, persuasive statements

Dismissive language

Dismissive body language

Attempts to involve others, inclusion

Attempts to blame others, deflection

Page 14: Corrective Language Mind The Gap

Stage 3 Advice giving

Advice giving statementsAllow take up time

You need to….. You can either…or… I can ….for you…if you….. Now you should…..

Page 15: Corrective Language Mind The Gap

Stage 3 support

Repeat the advice statementsDescribe the pupil response as you see itSimple consequences also diagram

Pupil responsesIgnoringVerbal abusePhysical abuse of surroundings

Page 16: Corrective Language Mind The Gap

Stage 4

Describe preferred futureDescribe future scenariosRe state advice and choices

Significant disruption of lesson Refusal or inaction and defiance Serious verbal or physical abuse

Page 17: Corrective Language Mind The Gap

Stage 5 Interventions

Seek advice and coaching on a detailed evaluation of the strategies you used.

Make a referral for a Restorative Justice Approach to be arranged if this is deemed appropriate by Senior staff.

Follow the School Behaviour Policy for sanctions and rewards.

Page 18: Corrective Language Mind The Gap

Why choose to do it this way?

“Students with poor sequential auditory memory skills.”

They don’t know what to do 10 seconds after you’ve explained it!

“Students who have dyspraxic features.”

They know what to do but they fail in the carrying out part which causes them frustration.

Page 19: Corrective Language Mind The Gap

Why choose to do it this way?

“Students who have an unbalanced emotional and cognitive profile.”

They are ‘clever’ but are easily irritated and are impatient with a short attention span.

“There is a significant number of students with special needs in the class.”

A big group have trouble writing anything down and are poor readers.

Page 20: Corrective Language Mind The Gap

Why choose to do it this way?

“Pupils who have a recognised speech and language impairment.”

They misunderstand and get muddled by further explanations.

“There is a small number of pupils with poor language and social skills.”

They can have a bad attitude responding to teachers correcting them.

Page 21: Corrective Language Mind The Gap

Impact of Restorative approaches

A reduction in exclusionsAn improvement in self esteemImproved attendanceImproved resultsHappier staff

Maximising life chances and choices

Page 22: Corrective Language Mind The Gap

VT FourS Support

[email protected]

Coaching in the promotion of behaviour for learning and raising standards