BEHAVIOUR FOR LEARNING

Some factors that might impact on behaviour

Boredom Unhappy with self image Activities last too long Problems at home/parents splitting up Poor control by teacher Being bullied Not taking medication Sitting where cannot see the board Cannot hear teacher

Work too easy/hard Activities lack challenge Problem with teacher from last lesson not settled Not completed homework Unclear instructions Arguments with friends In trouble with police Argument with mother before leaving home Seating arrangements Worried Unwell

Be in charge
As the teacher, and the adult, you are in charge. It is your classroom.
Demonstrate your in-chargeness by the position you take in the room; keep on your feet as much as possible and be where you can watch everything that is going on. Students should be convinced you have eyes in the back of your head! Pick up the good things they are doing. Keep moving around the classroom to establish yourself as the focal point of interest and authority. Do not justify or apologise for your rules or your standards.

Use positive classroom rules

Students need to know what is expected of them in your classroom. Establish a set of rules which make desired behaviour explicit. Refer to them frequently so that they dont disappear into the wallpaper! The rules should tell the students what to do, rather than what not to do:

Dont call out. Put up your hand and wait to speak. Thank you. Dont walk around the classroom. Stay in your seat please. Have a feature rule now and again, written on the board.

 http://www.tes.co.uk/teachingresource/Body-Language-Techniques6084507/ 3.14 5.42

Body language and non verbal communication is essential

Have eye contact with all students by moving around, they dont know where you are going next and they watch you. This can improve teaching, engage, motivate and manage the class. Give positive feedback, leaning towards students praising them, nodding your head, using hand gestures to invite participation and moving around the class to gain attention. All this shows you are comfortable, relaxed and in charge. Folding your arms and standing behind you desk says that you dont want to make contact with the students.

Some final thoughts

Remember
You are only human Some difficulties will always be out of your control React from the head not the heart Recognise the positive aspects of your work Prevention is always better than crisis management Its not about win or lose Give yourself a pat on the back

 Never attempt to start teaching a lesson until the students are ready. Its a waste of everyones energy, giving the impression its the teachers job to force students to work and their job to resist, delay, distract, wind up, etc. Often this task avoidance is a smoke screen hiding worries about what you are going to ask them to do. Have a routine way to begin; a quiet activity that students can get right down to promoting a structured and orderly start, one without needing any explanation. Copying the LO from the board, spelling practice (familiar key language from the current topic) are activities to set a quiet tone. Do not allow discussion or be drawn into discussion. If you take the time to establish this, lessons will start themselves! You wont have that battle at the beginning of every lesson to get yourself heard.

Establish start of lesson routines

Settling the class

Routines, such as greeting students at the classroom door, establish a respectful tone for the lesson and help to build positive relationships. You can use this time to signify their 'presence', to acknowledge students as individuals, to be alert to potentially difficult situations, and to carry out administrative or pastoral routines such as collecting homework and reading report cards. This can be done quickly and efficiently, so that the lesson can begin promptly

Be prepared and armed with a list of actions, in order of the level of intrusiveness getting greater :
1. Tactically ignoring attention seekershowever there must be a stage when you intervene. 2. A knowing look the Anne Robinson, over your glasses. 3. A tap on the shoulder /desk as you move around the room no audience. 4. Crouch down to his level and quietly speak to him. 5. Mentioning the students name (and the action) Jo dont keep humming, it stops us from working. Thank you. 6. Redirect behaviour Okay, Jo and Ali. Were on page 23 looking at how Lennie responds. Thank you. 7. A simple direction to act Do your work now Sara otherwise you will have to spend time with me at break, your choice. Always offer choice. Watch your body language. 8. Deflect confrontation by acknowledging concerns, feelings and actions Yes, you may have been talking about your work but I would like you to complete the section please.

11. Short term removal to a spare desk - When you can show me you can work as hard as you did last lesson, I will consider moving you back. Then move away, dont be dragged into confrontation. 12. Time out to calm down and think, non confrontational, after a couple of minutes go out and discuss the issue quietly offering choices to return. When ready Jo can return. 13. A note to parents in contact book. 14. Short informal detention break time. 15. Longer formal detention one hour official in contact book. 16. Mention to Form Tutor/HOY. 17. Referral to HOD. 18. Formal letter to parents. 19. Interview with parents.
This is an example of the process only. There are lots of sanctions that can work effectively at a low level of stress. Firmness and fairness is the real key. Keeping to the issue and not being drawn into the Thats not fair - you are always picking on me syndrome is important. Most importantly the key is to use the least intrusive level possible to change the students behaviour and allow the lesson to continue. Always try to de-escalate the situation.

CHOICE
Choice will defuse and redirect a situation. Choice gives you time to walk away and gather your composure and be calm. Choice gives the student time to think and save face. Choice should always give take up time.
Emphasis the choice belongs to them and agree if they say You cant make me.

STRATEGIES TO AVOID CONFRONTATION

Do not over react. Check that they know what is expected of them. Remain calm, speak slowly and be aware of the students emotions. Listen to what the student says with full attention and be supportive. Make sure it is the behaviour you criticise not the student. Respect personal space. Be aware of your body language and position. Look for solutions to problems rather than who or what caused the problem. Keep control of the conversation. Dont get into a debate about the students behaviour in front of the class. Neither of you need an audience. Leave yourself and the pupil a gracious way out. Acknowledge positive behaviour. Praise quickly and consistently. Be consistent.

Be specific and clear in your instructions

Get a students full attention before giving instructions. Make sure everyone is looking at you and not fiddling with a pencil, turning around, looking at a book, etc. Only give instructions once; repeating can unwittingly train a pupil to not bother to listen properly the first time. Smile as you give instructions. Don't be too wordy and dont imply choice when there actually isnt a choice by tacking Okay? on the end, or sound as though you are merely suggesting, Would you like to ? How about? Dont you think you should..? Be very clear in all your instructions and expectations. Have a student repeat them back to you.

Catch them being good

Praise is the most powerful motivator. Good work John, I am so pleased with you, I know its annoying having to redraft your work but you are really doing well. Be willing to appreciate the smallest of effort and explain why it pleases you. Remind students of positive consequences for positive behaviour, then follow through. Stick to your guns and dont be bullied into giving rewards that havent been earned. Some positive behaviours are easily overlooked. Remember to praise students for homework in on time, working quietly, not swinging on chairs, contributing to class discussion, helping another student, promptly following your instructions, using common sense.

Manage the end of the lesson

Do not run your lesson right up to the last minute and then have to rush because the next class is waiting. Allow time to wind down, answer questions, put equipment away, write home learning and reflection. Have a short, educational game up your sleeve if there is time to spare. Manage the students exit of the room, have them stand behind their chairs and wait to be asked to leave. Perhaps address each pupil by name and have them tell you something they learnt today that they did not know, or you tell them something they did well today. Thank them at the end of the lesson for being good and pleasure to teach.

Use no-blame language

Avoid appearing to blame students for their lack of learning. Phrases such as Which bit havent I explained well enough? will stop pupils feeling its all their fault. NO dont say it sarcastically.

Other useful positive words and phrases for the classroom include:
When you finish I know you can Im sorry, I should have made it clearer. What do we need remember here? OK, so you havent quite mastered it yet. Up to now, this bit has proved a little tricky. Today you have a fantastic opportunity to show yourself how much youve remembered from the last module. You will remember ....... Your choice / its up to you / you decide. Thats right, isnt it?