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Positive Behaviour Management.

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Positive Behaviour Management. Creating a calm classroom. Set your stall out. Easier to get easier Expectations Standards Rules - Rituals Model behaviour It is the ... – PowerPoint PPT presentation

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Title: Positive Behaviour Management.


1
Positive Behaviour Management.
  • Creating a calm classroom.

2
Set your stall out.
  • Easier to get easier
  • Expectations
  • Standards
  • Rules - Rituals
  • Model behaviour

3
  • It is the choices we make not the chances we take
    that determine our destiny.

4
Be prepared!
  • Your classroom battleground or calm oasis?
  • Battleground not enough sheets, no pens, no
    paper, wrong book, I.T. disaster, noise, NOISE
    AND YET MORE NOISE!!!!!!! .............HELP!
  • Calm oasis preparation, preparation,
    preparation.

5
Be proactive not reactive.
  • Sir, hes pinched my pen!
  • Miss, shes sitting in my seat.
  • Sir, sir,sir,sir,sir,SIR,SIR,SIR!!!!!!!!!!!!!!!!!!
    !!!!!!!
  • Pen tapping
  • Wandering about
  • Whispering
  • Etc. Etc. Etc.

6
Know your own triggers.
  • RED STOP
  • AMBER THINK
  • GREEN GO!

7
  • Dont overreact- RAG
  • Prepare for low level disruption -
    use diversion, allow time for
    compliance.
  • REMEMBER SEAL social and emotional aspects of
    learning.

8
  • Motivation Whats in it for me?
  • Self awareness I think therefore I am!
  • Social skills Were in this
    together.
  • Empathy Shared understanding
  • Managing feelings Emotional literacy.

9
Secondary SEAL
  • Introduction Year 7
  • A place to learn - transition unit links to
    Changes in Primary SEAL
  • THEME 1 learning to be together (social skills
    and empathy)
  • THEME 2 keep on learning (motivation)
  • THEME 3 learning about me (managing feelings)
  • Anti-bullying resource.

10
RELATIONSHIPS
  • Shared understanding
  • of positive behaviour
  • The 4 Rs
  • Rights
  • Responsibilities
  • Routines
  • Rituals

11
Behaviour 4 Learning
  • Relationship with themselves feelings about
    self and confidence as a learner
  • Relationship with others social and academic
    interaction with others
  • Relationship with the curriculum how accessible
    a lesson is and how we learn.

12
Low level disruption.
  • Visual cues raise eyebrow, sideways glance
  • Proximity stand near pupil whilst engaging rest
    of class
  • Notice those being good Well done, John you
    are getting on with the work.
  • Use Thank you not Please assumes compliance
  • Refocus Steven, what should you be doing now?

13
Positive TL
  • Model what you want to happen
  • Plan well and share aims
  • Teach (and learn) listening skills
  • Vary the activities
  • Know the preferred learning styles

14
Be positive
  • POSITIVE
  • POSITIVE
  • POSITIVE
  • POSITIVE
  • POSITIVE
  • POSITIVE
  • POSITIVE
  • NEGATIVE
  • MINIUMUM AIM 4 POSITIVE STATEMENTS FOR EVERY
    NEGATIVE
  • MODEL GOOD BEHAVIOUR YOURSELF

15
Clarity,clarity,clarity,clarity,clarity,
  • Routines and rituals
  • Rituals and routines
  • Meet and greet
  • Classroom expectations
  • Praise
  • Praise
  • Consistency
  • Model good practice
  • Target setting and target getting.

16
Be firm but fair
  • Classroom expectations
  • Consistency
  • Confidence
  • Clarity
  • Care

17
Lower your blood pressure!
  • Body language
  • Facial expression
  • Lean dont lunge.
  • Arms folded closed
  • Arms relaxed open.
  • Shoulders hunched closed.
  • Shoulders back open.
  • Remain mobile.
  • Smile not smirk
  • The eyes have it!
  • A glance not a glare.
  • Mirror talk practise.
  • Scan the room frequently.

18
SHOUTING !!!!
19
Be real be interesting.
  • Whats it got to do with me?
  • Why are you teaching this lesson?
  • How is this going to help me?
  • Know the answer to these questions.

20
Be calm, be calm, be calm, be calm
  • Non-verbal signals to support good behaviour.
  • Non-verbal signals to correct poor behaviour.
  • Language of choice.
  • I messages need not want.
  • Consistent, consistent, consistent.....

21
Reducing conflict
  • Escalation
  • Threaten the child
  • View the conflict as a contest
  • Handle in front of an audience
  • Use threatening gestures and body language
  • Give the child no room for manoeuvre
  • Raise your voice and sound angry
  • Deliver unrealistic ultimatums that cannot be
    implemented
  • De-escalation
  • Label the behaviour not the child
  • Avoid threatening gestures and body language
  • Give the child a choice, but not an ultimatum
  • Avoid dealing with the conflict in front of an
    audience
  • Stay calm (at least on the outside) but dont try
    to soothe the child as this can make them even
    more angry
  • Give the child time to comply
  • Explain clearly what you want
  • Show empathy
  • Use humour to defuse the situation

22
Underlying principles
  • Positive relationships with pupils are the key to
    positive behaviour
  • Positive recognition of appropriate behaviour
    promotes positive responses
  • The choices teachers make in responding to
    pupils behaviour are crucial in influencing the
    choices pupils make about their own behaviour
  • It is helpful to use the language of consequences
    with pupils
  • We need to draw on each others experience

23
10 Top Tips
  • 1. Be confident.
  • 2. Be consistent.
  • 3. Be calm.
  • 4. Be clear.
  • 5. Be caring.
  • 6. Be prepared.
  • 7. Be positive.
  • 8. Be proactive.
  • 9. Be present.
  • 10. Be FAIR.

24
Sue Pennington
  • Behaviour and Attendance Consultant.
  • sue.pennington_at_trafford.gov.uk
  • mobile no. 07702652486
  • Woodsend Centre Lydney Rd. Flixton M41 8RN.
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