Behaviour Management Strategies and Approaches

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Behaviour Management - Strategies and Approaches

• Wednesday 30th November 2005

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Introduction

• Focuses on individual action plans
  - Establishment Phase
  - Self-esteem
• - Avoiding Confrontation
• Strategies in relation to a whole school approach
• Theory and Government Support

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Establishment Phase

• The establishment phase of the year is a crucial
  time in the development of a class group (and
  even the school as a community) It is for the
  teacher to explain how things will be this
  particular year with regard to expectations about
  behaviour and learning. (Rogers, 2002, p25)

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Caras Strategies for Establishment Stage

• Visual Reminding
• Take photos of the children
• Working co-operatively
• Tidying the room
• Communicating respectively
• Sharing co-operatively
• and these photos are displayed with the
  relevant rules the teacher has established.
• - Give me 5

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Heidis Strategies for Establishment Stage

• Discuss Hidden rules with the children
• use of rhetorical questions, eye gaze, a smile
  and a nod of the head to indicate that it is all
  right to answer, and very subtle rules which many
  children find it difficult to learn
• (McNamara Moreton 2001 P.64).

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Heidis Strategies for Establishment Stage

• Example Lesson Plan handout
• (to be used in NQT Yr)
• Giving children the responsibility of helping
  create the rules will
• Help them remember the rules
• Help them understand the rules
• Increase their respect for the rules

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Conflict Tensions

• If children have different teachers throughout
  the day, children may be confused by the
  different rules
• SOLUTION
• Adopting a WSP and communicating effectively with
  colleagues.

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Avoiding Confrontation

• Using strategies effectively will lower the time
  spent on correcting behaviour, and increase
  teaching and learning time.
• Strategies
• Take up time
• Involves giving a behavioural choice, a
  task-focus and expectation of cooperation,
• (Rogers 2002 P.7).

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Avoiding confrontation

• Non-verbal communication many disruptive
  behaviours can be addressed even nipped in the
  bud by a non-verbal cue, (Rogers 2002 P.65).
• Partial agreement
• Avoids a yes and no argument

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Self esteem

• Tassoni (2000, p173) states, Having high
  self-esteem allows us to fulfil our potential
  Low self-esteem affects the choices that we
  make,
• Tension Low self esteem low motivation
• Strategies
• Because Game

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Self esteem

• . Coopersmith found that of those who were
  significant to pupils the peer group and the
  teacher feedback were two thirds of the influence
  in shaping self-esteem, whilst the parents
  self-esteem was only one third.
• (Cited in McNamara and Moreton, 2001, pg 19)
• The importance of working with parents
• Handout links to WSP Parents

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Conclusion

• Ideas can differ due to age range and need to be
  adjusted accordingly.
• Strategies are personal to the teacher be
  confident in your strategies.
• Behaviour management is not textbook its a
  learning curve learning through experience.
• On school placement strategies can be developed.
  Learning from each other!