Download - Corrective Language Mind The Gap
MIND THE GAPCorrective language and its
correct usage
Bonny Holland
Behaviour Consultant
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
The discipline of noticing
StandardsTimingSignals from you that you noticed
VerbalGesturesBody language: proximity, stance, positionVisual signs: graphics
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
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.
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?
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.
Incidents
Equipment
Uniform
Language usage
Physicality
Attitude and manner
Health and safety
Other
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
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
Typical pupil responses
Ignoring
Confirmation and self correction
Secondary defensive behaviours
Avoidance behaviours
Distraction behaviours
Low level verbal abuse
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…
Stage 2: Pupil responses
Explanations, persuasive statements
Dismissive language
Dismissive body language
Attempts to involve others, inclusion
Attempts to blame others, deflection
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…..
Stage 3 support
Repeat the advice statementsDescribe the pupil response as you see itSimple consequences also diagram
Pupil responsesIgnoringVerbal abusePhysical abuse of surroundings
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
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.
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.
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.
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.
Impact of Restorative approaches
A reduction in exclusionsAn improvement in self esteemImproved attendanceImproved resultsHappier staff
Maximising life chances and choices
VT FourS Support
Coaching in the promotion of behaviour for learning and raising standards