Kingstone School CPD Presentation

14th September 2010

Phil Storey

Establishing and maintaining a positive

rapport

Know the Students Characteristics and Interests A way that you gain knowledge about students is through open conversation with

students. When carrying on an open conversation, it is appropriate to:

Talk about their day and family.

Talk about what they enjoy during free time.

Talk about their interests and activities.

Tell them about yourself.

Know Student's Ability Level It is important to be aware of the student's skill level in the subject in which you are

teaching. Use IEP‟s, Pupil Profiles, SIMs, Discuss with other teachers to gather this

information

Acknowledge Students Strengths and Weaknesses Note areas in which students are strong as well as areas in which they need more

work. Build on successes!!

A Flexible Teaching Styles The interaction between you and the pupil is especially important. Establish what

teaching styles work well with individuals and particular groups. How can you make

lessons interesting and engaging? Do this and half the battle is won!!

Be Approachable The more trust the pupil has with you, the easier it is to encourage the student. By

being approachable students develop confidence in you and their learning.

Meet the student in a relaxed, friendly manner.

Understand the pupil's world, and relate to events of interest to them.

Set an example by being courteous and respectful.

Be supportive and provide encouragement.

Communicate the message that learning is an important and worthwhile task.

Maintain a sense of humour.

Persevere

Relationship building/changes won‟t happen over night – it is important that as the

adult you continue to persevere – after all you are the one with more social

experience/skills (we are dealing with young people who have not yet mastered the art

of social interaction).

Behaviour and Classroom Management

We are all faced with challenging behaviour in lessons and

being able to deal with this behaviour calmly and assertively

enhances your role as ‘classroom leader’

Phil’s Top Ten Tips!!

1. Catch pupils being good!

Emphasize on the positives in a classroom. Whenever possible, publicly praise

those pupils who are being compliant being specific in what you are actually

praising.

2. Be proactive not reactive using positive cues!

Linked to Tip One, give recognition to those pupils being good. Praise pupils in a

close vicinity to the pupil „off-task‟ aiming to redirect pupils to behave

appropriately.

3. Use ‘Wise Positioning’ in class

Think about your positioning – Place yourself close to pupils behaving

inappropriately while once again praising compliant behaviour elsewhere in the

classroom.

4. Reiterate to refocus

Ask questions to refocus a off-task pupils - for example a group of pupils are „off-

task‟, you approach them but pay no attention to their „off-task‟ behaviour instead

ask redirecting questions such as „How‟s it going? Do you need any help? Do you

need me to check the work that you have done so far?‟

5. Discretely redirect

Most „disruptive‟ pupils are either striving to „create a scene‟ seeking attention or

in contrast respond badly to public reprimanding, therefore a more discreet

approach will be more successful. For example a pupil has stopped focussing on

their work so you quietly move to their side and ask them to go back to the task

they have been set. Don‟t look for an immediate response, in fact move away

from them to give them time to comply – if successful don‟t forget to praise

improved behaviour!!

6. Overtly Redirect

Rather than confront pupils displaying inappropriate behaviour getting drawn into

an argument, acknowledge the inappropriate behaviour while at the same time

redirect the pupil to the actual task in hand. For example A couple of pupils are

having a chat rather than working and naturally you ask them to stop and get back

on task only to be met by the „standard „cock-sure‟ response‟ of “I‟m only asking

them what we‟ve got to do?” Follow this up with a statement along the lines of “I

appreciate that you might be unsure but you can always ask me and now that you

are aware can you get on with the task thanks. Adding the „thanks‟ subconsciously

you are expecting compliance from the pupil.

7. Rule Reminders

Regular assertive reminders of YOUR classroom rules are a very effective and

non-confrontational way tackling „off-task‟ behaviour. For example “Kieran,

remember that our rule for answering questions is to put your hands up and not

shout out, let‟s try that thanks” Using ‘Our’ de-personalises the enforcement of

the sanction and takes away the „because I said so‟ element that can cause

confrontation. Again Thanks is used to encourage compliance.

8. Let pupils make the choice

Establish with the pupil that they are „choosing‟ to behave in an inappropriate

manner but provide them with the alternative (more suitable) choices they have.

Reinforce the consequences that will come should they not choose to behave

appropriately – “Liam I need you to stop shouting out (desired result), if you

choose not to then you know I‟ll have no option other than to write in your

planner which then puts you only one step away from an On-Call (consequence

pending) which I don‟t want to do so lets be quiet now thanks”

9. Consistent Consequences

If despite your best efforts, a pupil continues to make „poor choices‟ it is essential

that you do follow through with the desired consequence outlined once again

leaving scope for compliance and corrected behaviour. Continuing with the

example from before - “Liam you have chosen not to take my advice, bring me

your planner (write comment) I hope that you will now make the right choice so

that I don‟t have to have you removed, back to your seat now thanks.”

10. Restorative Removal

Unfortunately in a school of our size, there will be occasions where pupils

continue to significantly prevent you from teaching and affect other pupils

learning and despite all your best efforts you are left with no option other than to

have them removed from the lesson (On-Call).

Following an On-Call it is essential that the issue is followed up with the pupil

and restorative work undertake where the pupil is given the opportunity to reflect

and understand „where they went wrong‟ so that they can make better choices next

time!!!

Reflective Activity 3 Styles of Managing behaviour by Peter Hook (Established trainer in behaviour

management)

There are 3 broad styles of managing children‟s behaviour in class.

• Mrs Blitzkreig

• Mr Best Friend

• Tough Care

Remember:

Your style affects the climate of relationships in class and models behaviour that

children copy.

The beliefs you hold determine your style and approach.

Mrs Blitzkreig

Believes:

Children must be controlled.

„Don‟t smile until Christmas‟ is good advice.

Adults deserve respect automatically, children should earn it.

If one person gets away with it, they‟ll all do it.

Teaching is a battle that she must win all the time.

Strategies:

Tell „them‟ what to do

Threaten them with punishments

Send them to someone else

Outcomes:

Poor quality relationships

High quality stress

Learning, risk-taking and motivation are significantly impaired

My Best Friend

Believes:

Children need nurturing like buds on a flower

Being nice and friendly makes children like you

Planning good work and differentiating prevents misbehaviour

Classrooms are democracy where negotiation is key

Strategies:

Asking, negotiating, pleading followed by getting frustrated and cross, e.g.

„How many times do I have to tell you to be quiet?‟ (heavy resigned sigh)

„Why are you still doing that?‟ (hurt and bewildered) „Wait outside, I‟m fed up

with you!‟ (Emotional overload)

Outcomes:

Uncertainty leads to insecurity

Leadership of the classroom is „up for grabs‟

Learning, risk-taking and motivation are significantly impaired

Tough Care

Believes:

A teacher‟s job is to set boundaries

A child‟s job is to test them

Children making mistakes about their behaviour is normal and healthy

Children should be helped to experience achievement

Caring means saying „No‟ and meaning „No‟ at the right time

There is always more to a child than the problems they present

Strategies:

Treats behaviour as a choice made

Holds children accountable for their choices

Creates a culture of praise that focuses on what the children do well

Redirects children towards success

Applies sanctions if needed but not grudges

Looks to teach social skills to lead to better choices

Outcomes:

Children learn boundaries whilst retaining dignity

The teacher is both leader and coach in the classroom

Learning, risk-taking and motivation are significantly enhanced

Where am I?

0 1 2 3 4 5 6 7 8 9 10

Mrs Blitzkried The best it

can be

Why are you here?

What do you do already that is successful?

What could/would do to increase your score by one point?