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Title: from Dave Vizard


1

Welcome from Dave Vizard
2
I Dont Do Well Behaved Ways to Successfully
Manage Challenging Behaviour In The Laboratory,
Workshop and Classroom
3
FREE MONTHLY NEWSLETTER Free newsletter on
behaviour, teaching and learning from my website
behavioursolutions.com. Subscribe, and receive a
free electronic of my book Behaviour Solutions
Ways to Manage Challenging Students. Visit
www.behavioursolutions.com for information on how
to subscribe.
4
MEETING THE NEEDS OF DISAFFECTED STUDENTS
ISBN 9780826434654 This book gives you practical
strategies to use to engage the most challenging
and disaffected students through the use of a
variety of approaches and techniques, including
emotional literacy, NLP and learning styles. The
book also outlines approaches for helping
students to self-manage their behaviour and
learning. HOW TO ORDER Visit the publication
page on BehaviourSolutions.com. Price 19.99
5
HOW TO MANAGE BEHAVIOUR IN FE
ISBN 978 1-4129-3456-5 Working in FE can offer
a unique set of challenges in relation to
managing behaviour. This book offers lots of
practical strategies on how to successfully
manage these behaviours and it also contains a
really useful CD full of behaviour management
activities which can be used in colleges. HOW TO
ORDER Visit the publication page on
BehaviourSolutions.com for book information.
6
BRAIN BREAKS, STARTER ACTIVITIES FILLERS
PHOTOCOPIABLE RESOURCE. We all know the
importance of grabbing students attention at the
beginning of the lesson. This resource gives you
plenty of starter activities to use which are
guaranteed to gain their undivided attention. It
also includes a number of brain break activities
to re-energise learners and fillers you can use
in different subjects. HOW TO ORDER Visit the
publication page on BehaviourSolutions.com. Price
25.00
7
A GUIDE TO SYNDROMES CONDITIONS
One of the biggest problems in managing students
is keeping up to date with all the special needs
that one can encounter. A Guide to Syndromes and
Conditions will help you to overcome this
problem. It contains details of the 17 most
common but equally most often misunderstood
special needs. In each case the condition is
defined in terms of the characteristics and
symptoms, and then details of strategies and
treatments, followed by details of useful books
and websites. HOW TO ORDER Visit the
publication page on BehaviourSolutions.com. Price
25.00
8
A GUIDE TO MORE SYNDROMES CONDITIONS
According to a recent article in the TES there
has been an avalanche of special educational
needs in the classroom in recent years. Whats
more, the Specialist Schools and Academies Trust
(SSAT) found in its 2 year project urgent action
is needed to help teachers adapt to a new
generation of pupils with previously unseen
special needs.like foetal alcohol
syndrome. This guide was produced with this in
mind. It includes a wide range of conditions that
any teacher might come across in the course of
work at school. With each of the 26 syndromes
listed the conditions are defined in terms of the
characteristics, symptoms and details of the
strategies to use. Treatments available are also
given. There is then a list of useful books and
websites for further information in each case.
This book is a follow on from A Guide to
Syndromes and Conditions which covers 17 other
syndromes and conditions. HOW TO ORDER Visit
the publication page on BehaviourSolutions.com. P
rice 25.00
9
Amazing Brain Posters
  • This set of full-colour A3 size posters on Your
    Amazing Brain are now available from Behaviour
    Solutions. The set comprises of 4 posters
  • Look Inside Your Amazing Brain
  • Fuel for Your Amazing Brain
  • Learning with Your Amazing Brain
  • Anger Control Using Your Amazing Brain
  •  
  • HOW TO ORDER
  • Visit the publication page on BehaviourSolutions.c
    om.
  • Price 16.99

10
  • E-mail Dave on dave_at_behaviourmatters.com
  • Website www.behavioursolutions.com
  • To get a free copy of one of Daves books on
    Managing Conflict Confrontational Behaviour
    subscribe to his free monthly newsletter on
    behaviour matters at
  • www.behavioursolutions.com
  • To download todays slides go to
  • www.behaviourmatters.com/courses/080211.htm


11
  • Programme
  • Identifying the behaviours in Laboratory,
    Workshop and in Classroom
  • Getting it right initially
  • Body Language
  • Psycho Geography
  • Building Rapport
  • Practical Strategies to Manage 25 Inappropriate
    Behaviours Quickly
  • Importance of Consistency
  • Managing Challenging Confrontational
    Behaviour Successfully
  • Managing Difficult Groups

12
IDENTIFYING THE BEHAVIOURS
13
Keep it simple,as simple as possible, but no
simpler. Einstein
14
  • There is no map to human behaviour
  • Bjork

15
TYPES OF CHALLENGING BEHAVIOUR FACED
  • Laboratory
  • Workshop
  • Classroom

16
Getting it right initially
17
  • ON ENTRY TO CLASS
  • -mark territory at classroom door - eye
    contact greet- low vocal tone
  • - barcode scanner moment show no sign of
    weakness
  • - avoid barriers confident open posture
  • AT START OF LESSON
  • - stand in power position lighthouse class
    scan
  • - face mirror to mind
  • - effective use of silence Clint Eastwood
    factor

18
- speed of vocal delivery 125 words per
minute, lower end of 2 octave vocal range -
keep it fast paced reduces wriggle room for poor
behaviour - manage challenges tactical
ignoring of some behaviour tests - have range
of one liners to use I cant see voices! -
patrol territory - use proximity and level -
quiet interactions both praise and reprimand -
proximity praise - managing challenging
behaviour smokescreening / secondary
behaviour
19
  • Initially testing boundaries the Supermarket
    barcode scanner moment
  • When you challenge a student over their behaviour
    they will
  • - Deny they did it
  • - Ask you to prove it
  • - Accuse you of picking on them
  • - Say that you let others get away with doing
    the same things
  • - Say that colleagues let them do the same
    things and say nothing

20
  • SMOKESCEENING / SECONDARY BEHAVIOURS
  • Students when challenged will try to smokescreen
    or develop secondary behaviours to distract.
  • Dont get hooked in to that behaviour.
  • Focus on Primary Behaviour.
  • Repeat instruction using broken record
    technique

21
THE IMPORTANCE OF NON VERBAL COMMUNICATION
7 message words 38 vocal tone command 55
non-verbal - important part of behaviour
management
Our faces are the mirror to our minds.We deliver
powerful messages by the expressions that are on
them
Sue Roffey
22
The average person looks without seeing,
listens without hearing touches without
feelingmoves without physical awareness and
talks without thinking Leonardo da Vinci
23
  • clusters we cannot take single gestures in
    isolation a single word in a sentence often
    means nothing
  • congruence lack of congruence or
    overcongruent behaviour
  • closed or open body language try adopting a
    closed body language position notice how it
    changes your mood.
  • culture
  • context

24
  • Be aware of your body language
  • Posture upright stance,feet apart,slightly
    leaning forward.
  • Barrier/Relaxed positions
  • Facial expressions eyes
  • - mouth
  • - jaw thrusts
  • - tilt of head/reverse look
  • Open palms avoiding finger jabbing

25
PSYCHO GEOGRAPHY
26
  • PSYCHOLOGICAL GEOGRAPHY
  • Spatial anchoring
  • Non verbal communication extends beyond our
    gestures body posture includes the
    environment
  • Spotlight states think theatrical stage
  • Be consistent with their use students will
    unconsciously recognise the signals you are
    sending them
  • GREETING POSITION
  • IMPARTING INFORMATION POSITION POWER POSITION
  • QUESTIONING POSITION
  • REINFORCING RULES POSITION
  • DISCIPLINING / SANCTIONING POSITION
  • CALMING / STORY / RELAXED POSITION
  • PROXIMITY LEVEL
  • PATROLLING
  • NEW SPACE TO PACK UP/ EXIT POSITION

27
DEVELOPING RAPPORT
We can create rapport by matching or mirroring
another persons body language and voice
tonality, by joining their dance. This creates a
bridge between our world and theirs. This builds
trust and is the basis of effective
communication. Churches R and Terry R NLP
for Teachers
28
  • ANCHORS
  • LISTENING
  • DISTORTIONS ,DELETIONS GENERALISATIONS
  • MATCHING VAK LANGUAGE
  • MATCHING GESTURES
  • SPEECH
  • VOCAL MATCHING
  • GROUP RAPPORT

29
  • Language
  • Matching the sensory word preference of the
    person to whom you are talking
  • VAK Visual , Auditory Kinaesthetic
  • Moments when most angry learners will speak in
    language of their sensory preference.Matching
    responses
  • Visual I see what you mean..it appears that.
    Show me looking closerit is clear to me.
  • Auditory Lets talk about itIm speechlessin
    a manner of speakingthat rings a bell.within
    earshot.
  • Kinaesthetic I cant put my finger on it.I
    grasp your meaning
  • I will be in touchwe are scratching the
    surfacehit the nail on the head
  • Matching descriptive words, key phrases and exact
    words
  • Using similar sentence length
  • Vocal sounds matching volume, voice tone,
    tempo, pace and pitch

30
Prefacing When you have a negative or
correctional statement to make, always try to
preface it with a positive comment. Peripheral
Praise
  • Imagine you are teaching a class and you notice
    one person who is off-task or doing something
    that you didnt ask the class to do.
  • Move over to the student and, when you know that
    they are aware of your presence, give praise to
    both students on either side of the person for
    doing the correct thing.
  • End by looking at the person who is not doing the
    right thing, look briefly at them, then continue
    to give other instructions to the class.

31
PRACTICAL STRATEGIES TO MANAGE INAPPROPRIATE
BEHAVIOUR QUICKLY
32
1. Lateness 2. Lack of equipment 3. Low level
disturbance 4. Out of seat / wandering 5.
Ignoring you 6. Talking over teacher talk 7.
General chatter 8. Chatter at end of lesson 9.
Failing to follow instructions
33
10. Impulsive behaviour 11. Attention seeking
behaviour 12. Lack of motivation / apathy 13.
Throwing objects 14. Shouting out 15.
Swearing 16. Flatulance 17. Defiance / Refusing
to work 18. Disruptive, argumentative
behaviour 19. Dealing with outbursts 20.
Intimidation of staff put downs 21.
Intimidation of staff criticism 22.
Intimidation of staff ignoring /blanking 23.
Violence 24. Corridor behaviour 25. Mobiles /
Gadgets
34
  • 1 Late arrival
  • Have clear rules on punctuality and
    consistently apply them.
  • Quickly ask the reason for lateness and make it
    clear you will deal with it later. Minimise
    disruption to class.
  • Have a variety of seats reserved for latecomers
    scattered around the room. Ensure these are in
    low profile areas and perhaps in locations where
    they would lose street credibility to sit there.
  • Have a Late Chair in class. By arriving late
    the child loses freedom to sit in normal seat.
    Student sitting in Late chair has to recap
    session to rest of the group at the end.
  • Ensure student makes up lost time at break and
    makes up missed work.
  • Issue positive rewards to those students
    arriving on time.

35
  • 2 Lack of equipment
  • Points make Prizes Pupils gain points for
    having correct equipment and they lose points for
    forgetting equipment. Student with most points in
    class at end of week / term wins a prize.
  • Keep an emergency stock of spare equipment.
  • Trade your pen for a piece of their equipment
    to ensure return.
  • At start of lessons students have 30 seconds to
    sort out lack of equipment otherwise given 1st
    strike and 30 seconds detention.
  • If pen is forgotten give them a green ink biro.
    Easy then to keep track of number of times pen is
    forgotten when you look through their work. Also
    green ink doesnt give them street credibility

36
  • 3 Low level disturbance pen tapping
  • Move closer to noisy student. Ask about their
    work rather than disturbance.
  • Use non-verbal signals to reduce disturbance -
    fingers to lips.
  • Pause momentarily and look directly at student
    - say nothing.
  • Refer to the behaviour, but carry on with
    lesson. Do not let their actions disturb your
    lesson.
  • State that item / equipment should be put away
    or it will be kept by you until end of lesson.
    Keep it friendly. Remove item if necessary.

37
  • 4 Out of seat
  • Warn of consequences and carry them out. The
    time a student is out of seat without permission
    is the time that they will be detained.
  • Change position of wanderers Make them sit
    in front of your desk.
  • Reward and praise those students who stay
    seated.
  • Have structured opportunities which will allow
    students to move. Use activities that will engage
    Kinaesthetic Learners.
  • Have fast paced, packed sessions with little
    room for distractions, boredom and need to move
  • Use group work and co-operative learning
    activities

38
  • 5 Ignoring you
  • Give very clear instructions so there is no
    room for confusion or argument.
  • Try using humor to change their state from
    being angry or sullen
  • Refuse to get drawn into confrontation - "I've
    told you what you need to do and you know what
    happens if you don't. It's your choice, I'll be
    available after school if you want to discuss it
    then."
  • On a 11 basis with a pupil you normally get on
    well with try to find what is bothering them by
    calmly repeating statements such as "Tell me
    what's wrong so I can help you." "You talk, I'll
    listen." "tell me what's bothering you, I'll
    listen."

39
  • 6 Talking over teacher talk
  • Have a Start-Up activity for students to do
    when they arrive.
  • Use a sound effect, a positive attention getter
    to get their attention whistle, horn or
    football rattle sound it as a one minute to go
    warning and then when time is up. Gives students
    time to finish off work and settle.
  • Use tokens - everyone starts a lesson with 5.
    When they speak out of turn they surrender a
    token. Tokens given for positive behaviour. If
    they run out they have a sanction applied.
  • Have a Chatter Indicator on the board
  • Green - Noise level OK
  • Orange - Noise level getting too high
  • Red - Too noisy - silence expected
  • Have a sealed box - with slit in it. When student
    disturbs your lesson put their name on a slip of
    paper and place it in the box. Open it monthly.
    If their name appears 5 times detain them.

40
  • 7 General chatter
  • Take control at the classroom door dont let
    them in the room until theyre quiet
  • Establish a Take Up time for groups to settle
    during the Establishment Phase at the beginning
    of the year. e.g. 2 minutes.
  • Give a countdown with 30 seconds to go. After
    countdown if quiet is not achieved hold up a
    stopwatch to record the time they are wasting.
    This will then relate to detention time at the
    end of the session. You must keep them in - once
    threatened you must follow it through. Remember
    the certainty not the severity from earlier.
    The beep of the stopwatch will soon trigger the
    settling down and quiet

41
  • Get students involved at the beginning.
    Feedback from things learnt in last lesson or
    things they wish to learn this session. Get
    students to echo back your instructions.
  • Give quiet instructions to the class. The rest
    will soon be quiet
  • Circulate the room and stand next to students
    who are chatting
  • Praise, acknowledge and reward those who are
    complying
  • In setting up Routinesagree a rule that only
    one person can speak at any one time. Hand up to
    speak or have a token passed around. Can only
    speak when you have the token

42
  • 8 Chatter at the end of the lesson
  • Interesting activity at the end of the lesson
    as a reward if quiet at appropriate times
  • Issue of rewards at end of lesson - keep all
    guessing who will receive token
  • Have a quiz at lesson end and those who answer
    question can leave first. This is a very
    effective way of getting quiet. Usually ask
    questions standing at the front in quiet voice.
    Students at the back will soon realise that the
    front ones are leaving first and will quieten
    down

43
  • 9 Failing to follow instructions
  • Explain very clearly the consequence of not
    following instructions. Tell them you expect
    immediate compliance and then give them a few
    moments to save face by walking away.
  • Record the details of the incident and follow
    up with senior staff.
  • Warn them that you will be contacting parents.
    (Make sure you do so if the defiance continues).
  • Have the pupil removed from the classroom

44
  • 10 Impulsive behaviour
  • Thinking gap in impulsive students between
    impulse action is almost non-existent
  • Any intervening evaluation of potential
    consequences appears to be missing
  • We need to develop their brain brakes
  • Get students to externalise the problem by
    thinking about how they can become more in
    control of themselves
  • Get them to take charge of their out of
    control body parts eg vocal chords

45
  • 11 Attention seeking behaviour
  • Proximity move into students personal space
    bubble - just stand behind them and say nothing.
  • Give student Take Up time to comply - use stop
    watch to time the lag/delay time and detain them
    at the end of the session for time wasted.
  • Use Tactical Pausing - Name student - Click
    your fingers - pause for 6 second - then give
    your instruction.

46
  • Give a choice to the student Identify the
    behaviour and state - continue with this
    behaviour and the consequence will be referring
    to code of conduct. However they may choose a
    different outcome. Use Broken Record technique to
    gain compliance. Repeat command and block/ignore
    any comments they make.
  • In some circumstances it may be best to
    tactically ignore the behaviour
  • Remain very calm and avoid getting wound up and
    rewarding the behaviour with negative attention
  • Agree non-verbal cues in advance with known
    trouble-makers

47
  • 12 Lack of motivation apathy
  • Variety of tasks
  • - Challenging work
  • - Fixed tasks to be completed within limited
    time (By time music finishes)
  • - Include practical activities / games / fun,
    perhaps with an element of competition
  • Set short term targets
  • - Rewards available when tasks completed
    (Instant Gratification)
  • Get students involved in setting tasks
  • Variety in Teaching / Learning Styles

48
  • Give verbal praise in public and reprimand in
    private
  • Immediate display of work
  • Make relevance of work clear. Avoids whats
    the point of this? comments
  • Pair students who lack motivation with higher
    ability students
  • If it continues to be a problem the student
    must make up the work in their own time or work
    in isolation / in a colleagues class
  • Use loads of effective praise and encouragement

49
  • 13 Throwing things
  • Rule reminder given and give reasons
  • It may be necessary to isolate perpetrator or
    re-group students if a number are involved.
  • Try to circulate around the room regularly.
  • Ensure the classroom is tidy when students
    arrive, easier to detect thrown objects.
  • Try to face students at all times. Ensure you
    have a full field of vision. Stand in your power
    position where you can lighthouse scan the group.
    Patrol the perimeters.

50
  • 14 Shouting out in class
  • Ignore those who shout out and praise those
    students who do not shout out.
  • When students shout out remind them of the
    rules.
  • If shouting out use stopwatch detain for
    length of time your lesson was disturbed.
  • If shouting out to answer a question ignore
    them and at an appropriate time say I cant see
    voices. When they do put their hand up ensure
    you respond to them quickly.

51
  • Use statements which are assumed closures a
    statement of implied sanction when we meet at
    3.45 be there as close to that time as possible
    so that we can discuss the shouting out and we
    can both get away in good time.
  • Ignore those who shout out and reward/praise
    those that don't
  • Play class team games/quizzes where answers
    will only be accepted by those who put their
    hands up. Penalize team-members who shout out by
    taking a point off the team.
  • Have a clear policy on how questions are to be
    answered in class

52
  • 15 Swearing
  • Have rules and routines in place and remind
    them of the consequences of bad language.
  • Get students to explain meaning of words. Show
    you are not phased / embarrassed.
  • Keep a tally chart to show how many times in
    one session they swear.
  • Take out a notepad and say Im now recording
    what youre saying.
  • Use the paper with 4 boxes on it to record when
    and which swearword was said and why it was said.
    Send this to form tutor.

53
  • Set a target for not swearing and a reward if
    they are successful.
  • Have a meeting with the pupil/s involved and
    ask them to suggest alternative ways of
    expressing/dealing with anger or alternative
    words to use when they are angry.

54
  • 16 Flatulence
  • Ignore it. By reacting you give them exactly
    what they were trying to elicit.
  • Explain that if they do it again they will have
    to stay in at break for a lesson on healthy diet
    and the effect certain foods have on digestion.
  • Show great concern for their health and tell
    them it might be a good idea if you were to talk
    to their parents about it immediately by
    telephone if they are having trouble controlling
    it.
  • Follow normal procedure for disruptive
    behaviour but be careful not to appear
    confrontational or you will get the classic
    response "That's not fair, I can't help it."

55
  • 17 Defiance / Refusing to work
  • The Just Try and Make Me Factor
  • With a good relationship just letting them know
    that you feel let down might be sufficient
  • Student is trying to assert control and power
    and you could choose to respond positively and
    lightly
  • Using humour to reduce the emotional level is a
    good strategy
  • Check with them the reason for refusal
  • Avoid conflict Look at student and address
    them by name quietly, firmly, and with respect.
    Focus on the behaviour. Remind them about rules
    and routines. Remind them of past successes.
    Offer the opportunity to retrieve the situation

56
  • Explain that their behaviour is not appropriate
    in terms of the Code of Behaviour. Preface it by
    telling them that you think they can work well
    and that they need to make a decision about their
    behaviour. Give them time to reflect and come
    back for their decision
  • Use the following script in difficult
    situations If you choose to continue to. then I
    will have to .but if you choose another route
    then no sanction will be applied. I will give you
    2 minutes to think it over.
  • Have suitable seating arrangement e.g. boy /
    girl / boy / girl
  • Ensure differentiated material and extra work
    is available
  • Find out reasons for non co-operation Do they
    understand the task?

57
  • Consider teacher proximity. Circulate room.
    Offer quiet but firm encouragement and praise
  • Ensure verbal, non-verbal and written rewards
    are used
  • Change tactics / approach e.g. Move student to
    another seat in room
  • Use names on board for students refusing to
    work (3 strikes and out)
  • In some cases it may be appropriate to ignore
    it and deal with it later
  • Avoid demanding an apology and do not brood on
    an act of defiance
  • Call for support if necessary

58
  • In some cases it may be appropriate to ignore
    it and deal with it later
  • Use peer support and give specific
    responsibility
  • Visual instructions clear understanding
  • Cant go until work complete
  • Offer support - often pupils are defiant
    because they are afraid of failure - adjust the
    work, offer help, ask them what's bothering them.
  • Remind them of past successes and capabilities
  • Offer support - often pupils are defiant
    because they are afraid of failure - adjust the
    work, offer help, ask them what's bothering them.

59
  • Remind them of past successes and capabilities
  • Offer support - often pupils are defiant
    because they are afraid of failure - adjust the
    work, offer help, ask them what's bothering them.
  • Remind them of past successes and capabilities
  • Go through stepped sanctions as per school
    behaviour policy e.g.
  • Give them a warning (verbal/name on board etc.)
    and remind them of consequences
  • Move them to an isolated seat
  • Take time off them at break/after school
  • Notify them of a letter/phone call home
  • Park them in another class
  • Send them to senior staff

60
  • 18 Disruptive argumentative behaviour
  • Stay calm Ensure you are calm and use
    confident and strong body language. Avoid
    confrontation.
  • Make connections with students. Try to develop
    rapport remember tips on rapport building from
    last 2 issues of the magazine. Stand at right
    angles to the students outside their 50cm space
    bubble.
  • Do not show anger or discomfort. It can be very
    easy to let the emotional centre of the brain
    take over we can slip into unhelpful
    terminology. We can use open questions that can
    tempt negative responses.
  • Avoid shouting once you have shown full anger
    there is nowhere to go. You also become
    predicable and students are stimulated by your
    response. Actors never show the extreme edges of
    their range as this is not a good technique
    according to Dix. (Dix, P. 2007, Taking Care of
    Behaviour. Pearson/ Longman)

61
  • Humour, including self-effacing humour, may be a
    way of distracting students when they are
    particularly argumentative.
  • Remove the audience factor, try and talk to
    them quietly on a 11 basis where possible and
    remind them of past successes and capabilities -
    try to find something positive to say first.
  • Give them a responsibility
  • Language of Choice
  • - Do you want to move closer to the board or
    remain where you are?
  • - Do you need me to help you or can you get on
    with things on your own?
  • - What are you supposed to be doing? What
    happens if you don't do it? Is that what you
    want? What are you going to choose?

62
  • Calmly warn them of consequences and follow up
    using the '3 requests'...  
  • - Sit back down on your chair and finish the
    work please
  • - I'm asking you for the second time to sit
    down and get on with your work.
  • - This is the third and final time I'm going to
    ask you.
  • - You've chosen to ignore me. Go to Time Out.

63
  • 19 Dealing with outbursts
  • Be calm and self-controlled
  • Make reassuring statements to the student
  • Offer sanctuary / a safe place to go
  • Keep interactions as light as you can manage

64
  • 20-22 Intimidation of staff by students put
    downs, criticism ignoring you
  • Remain calm, cool and collected. Ensure Body
    Language shows confidence
  • Dont always give the desired and expected
    response to the student
  • Dont be phased by criticism directed at you,
    reflect on it. Show a preparedness to accept /
    maybe change
  • Talk to other staff is the same attitude
    shown towards them?
  • Try be-friending the student. This may make
    them less inclined to behave badly towards you

65
  • Get support of Colleague or Senior Manager if
    you feel the situation is serious
  • A cool-off period may be required
  • Give the student a choice within rules
  • Zero Tolerance with clear exit strategy and
    follow-up
  • -Red Card
  • -Mentoring - Anger Management Strategies
  • -Involve Parents
  • -Instigate consequences
  • -Agree method of reparation

66
  • If students are ignoring you
  • Try a humorous approach. Hello, Earth to?
  • Take the route of minimum disruption. Youre
    ignoring me now. Ill see you later.
  • Plan an escape route. Ive asked you twice.
    Are you going to do as Ive asked or do we have
    to take it further?
  • Appeal to their sense of good manners (Social
    acceptability)
  • Offer spurious words of comfort or sympathy for
    their non-existent illness or problems (which
    could explain their behaviour towards you)

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  • 23 Violence
  • When faced with violence it is important that
    your safety and that of other students is
    protected. Always follow school guidelines on
    managing incidents of violent behaviour. With
    that in mind these tips may be useful -
  • - Be calm, look relaxed and keep movement to a
    minimum. Do not invade their space. Say nothing,
    count to ten
  • - Assess level of threat / violence
  • - Do not stand between student and door
  • - Address person by name, speaking quietly. You
    may need to show partial agreement. I can see
    how you feel.
  • - Avoid sarcasm. Try using distractions

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  • - Summon help and clear room if possible
  • - Try to diffuse the situation, allow face
    saving and introduce a cooling-off period
  • - Later, give students Strategies for Anger
    Management and Counselling
  • - Ensure you know key information about all
    students in your care
  • - Avoid jumping to conclusions and provoking
    those who irritate you
  • - Peer intervention can sometimes take the heat
    out of the situation

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  • - Building respect and sound relationships with
    students can help
  • - Ensure you know the School Policy on Violence
    how to summon help and policies on restraint
  • - If safe to do so move between aggressor and
    victim. If aggression is directed at you, stand
    sideways, keep still, speak quietly
  • Rewards for positive behaviour
  • Recording trigger factors

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24 Corridor Behaviour Often students will be
challenging in communal areas where lots of
students gather. They play-act and thrive on
performing and the oxygen of publicity this
generates. They thrive on anonymity in these
areas. There is safety in numbers. High levels
of poor behaviour, including bullying, occur in
narrow corridors, pinch points and cross-over
points. It is essential that all staff deal with
poor behaviour in corridors and other spaces
outside the classroom in a consistent
manner. Ignoring behaviours and walking past
incidents should not happen. All staff have a
responsibility to manage poor behaviour in
corridors.. A staff presence in corridors before
school, at changeovers and at breaktimes is
essential. Staff should regularly identify the
key corridor behaviours of the moment and develop
a consistency model on how to manage them.
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  • All staff including support staff should be
    recognised by the students as having the same
    authority and can impose sanctions.
  • When walking around the site all staff should
    concentrate on
  • Walking with confidence you need to build a
    rep. Your reputation is made in the corridor.
    Build a credibility by proxy.
  • Scanning and using gaze the look
  • Stopping and using non-verbal cues and silence to
    indicate disapproval and wait until compliance is
    achieved. If it is not a sanction or referral
    should be applied. If you have difficulty in
    naming a student use photofiles or CCTV.
  • Beware of set-ups / entrapment and chase-me
    behaviours.
  • Choose your routes and positioning in corridors
    carefully.
  • Use gaze, proximity and level to do effect.
  • If you are in a situation you are unlikely to win
    do not be afraid to call for support.

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  • When you do have to say something ensure that
    your vocal delivery is strong
  • - Speak at lower end of 2 octave vocal chord
    range.
  • - Use single words in a commanding manner
    intoning key words sharply, loudly and abruptly.
    E.g. wearing of hat, shout hat and await
    compliance for its removal.
  • - Horesplay (low grade male bonding) approach
    potagonists with a smile and placatory, both
    palms downward gestures and politely suggest
    they desist.
  • - If you find students fighting you need to
    make a quick judgement call. Think protection
    and safety for you and other students.

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-Usually male students are spurred on by
audience. Judge who is losing and lead them
away from incident before dealing with them and
other fighters. With girl fights dont intervene
immediately. You have a very clear strategy in
your mind before you intervene. (Pause Think
Act) If you dont you could get hurt. Be
decisive when you intervene
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  • 25 MOBILES / GADGETS
  • large, clear guidance needed from institution
    with supporting signage consequences made clear
  • consistent application of rule by all staff
  • switch off mobiles at beginning of lessons
    have mobile on desk
  • if used then removed placed in envelope with
    name of student on it and locked securely away
    until agreed collection time
  • use of inhibitors in some areas in Library?
  • guidance on multi- media usage tools needs to
    be given eg bullying via net / text messages via
    Facebook
  • Some institutions encourage use of mobiles
    planning function for photographing items for
    portfolios of evidence

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THE IMPORTANCE OF ACHIEVING CONSISTENCY
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DEVELOPING A CONSISTENCY MODEL
  • The importance of a Consistent Approach
  • How to develop a Consistency Model

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  • develop a consistent approach
  • - language response
  • - to follow up
  • - positive reinforcement
  • - consistent consequence
  • - consistent,simple rules,agreements,
    expectations reinforcing/ promoting appropriate
    behaviour
  • - consistent models of emotional control
  • - consistent environment consistent visual
    messages which echo core values- behaviour
    management displays

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1. Group to identify 5 types of challenging
behaviour they face. 2. A colour is allocated to
each behaviour. E.g. Red swearing Blue
aggressive behaviour towards staff Orange
lateness Green refusal to work Yellow
ignoring member of staff 3. Group is divided
into groups of 5 (25 needed, 5 groups of 5. If
there are fewer delegates then we will have 4
behaviours and colours and 4 groups of 4.) 4.
Each group is given 5 different pieces of
paper. 5. Each group member is given one colour
and they are responsible for the behaviour
allocated that colour. 6. Whole group decides 2
strategies to use with each behaviour.
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7. Person with appropriate colour records the 2
strategies. Group is then jig-sawed. An area
of the room is designated for each
colour. 5 reds from the 5 groups sit together
and develop the 3 best strategies for their
behaviour. 8. Each group gives in 3 best
strategies and on one piece of paper 5
behaviours are listed with each one having the 3
agreed strategies
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MANAGING CONFRONTATION DIFFICULT SITUATIONS
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  • How anger is expressed
  • Acting In attacking themselves
  • stuffer
  • withdrawers flight response
  • Acting Out attacking others
  • blamers
  • exploders fight response
  •  

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  • Some students fear people getting close to them
    they use hostility anti- social
    behaviour to keep you at a distance.They are
    looking for somewhere to dump their accumulated
    anger.
  • Avoid reacting immediately if a student says
    something inappropriate- use silence- take a few
    deep breaths.This will give time for reflection
    a chance to change what they said.
  • Watch out for chase me behaviours smirks,
    kicking furniture- behaviours designed to get an
    emotional response.Choose the right time to
    address them probably later when they have
    calmed down
  • If a student makes negative comments thank them
    for their comments tell them that you will
    discuss them at the end of the lesson this will
    cast the seeds of doubt in their minds.Their
    behaviour also did not get the expected response.
  • If a student walks away when being defiant
    disruptive give a Paradoxical Instruction eg
    Thats OK, you go for a walk we will talk about
    it later. They are now not defying you but
    carrying out your instruction.

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GENERAL STRATEGIES
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  • Avoid nuclear option at all costs!
  • Remain calm avoid having an emotional
    reaction- take a few deep breaths anchor
    yourself.
  • Dont take things personally.
  • Use techniques to stop anger building eg
    distraction techniques.
  • Recognising your anger signs - What are your
    triggers?
  • Avoid needing to dominate win at all costs
    Who is the adult?

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  • Remain calm avoid having an emotional
    reaction- take a few deep breaths anchor
    yourself. Dont take things personally.
  • Develop positive self talk.
  • Initial response sets the rhythm.
  • Do not get hooked into a power struggle.
  • Remember confrontation needs the fuel of an
    equally confrontational response to keep it
    escalating.
  • Do not belittle or humiliate.
  • Check your speech, volume body language.
  • Convey non-aggressive intentions with your body
    language.

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  • Vocally do not show nervousness.Raise your
    voice to get attention then lower it into a
    firm, calm measured tone.
  • he who establishes his argument by noise
    command shows that his reason is weak. Michel
    de Montaigne

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Good actors know that showing the extreme edges
of their range is not a good technique. What
engages the audience is the tension power that
lies below the shoutingonce the actor has shown
full anger there is no room for the audience to
speculate.The performance becomes predictable,the
character less interesting. The teacher who shows
the limits of their range has nowhere to go
next. Dix P 2007
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  • Use pauses between between responses slow down
    delivery soften vocal tone.
  • Model the behaviour you expect to see.
  • Listen actively avoid making assumptions.
  • Respond to their feelings not their actions.Be
    solution-focussed.
  • When a student is angry they will say things
    they dont mean let them get it off their chest
    before responding.
  • Avoid mood mirroring.
  • Avoid excessive eye contact as this can be
    threatening- stand alongside or at right angles.
  • Be comfortable with the student looking away.

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  • Try to establish rapport by
  • - anchoring student
  • - actively listening
  • - managing distortions,deletions
    generalisations
  • - matching mirroring body language gestures
  • - matching VAK language
  • - vocal matching
  • Show genuine concern be ready to make a token
    concession.
  • Try to give out nuggets of praise catch em
    being good.Often we are reactive only respond
    to their bad behaviour.
  • Keep clear of power struggles avoid hostile
    remarks where sarcasm ridicule are used.
  • Think about what you will do in certain
    situations prepare scripts for these.
  • Respect the right for people to have different
    opinions

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  • Avoid squaring up invading their space
    bubble.The size of this increases when a person
    is angry.
  • Do not move away,appear to retreat, as this
    diminishes your influence.
  • However, sometimes it is necessary to remove
    student from oxygen of publicity of peer group,
    by slowly moving to a new location by gentle
    steps or by herding. Also for safety sometimes
    the move could place a barrier between you the
    student

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  • When speaking use a short script which addresses
    the issue.Make your message clear do not over-
    verbalise. Preface with a positive statement.
    Avoid becoming defensive.
  • Sometimes it may be necessary to be more
    assertive use command statements particularly
    where safety is an issue eg on trips in
    practical areas such as workshops.
  • We may need to give a clear instruction move
    away with a clear expectation that compliance
    will occur.
  • Never make idle threats sanctions which cannot
    be carried through.Use certainty not severitysay
    what you mean,mean what you say.
  • Allow students to save face- give them an escape
    route.
  • Show you are willing to accept a compromise.
  • Re- assure students are sometimes scared by
    their behaviour People get angry so it is OK
    to feel that way.

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  • Use cool- off time or time out.
  • Use wrong footing tactics attention diverters.
  • When appropriate use humour to reduce tension.
  • Do not be afraid to defer disciplinary
    interaction.
  • Develop fire drills.
  • Essential to repair rebuild at an appropriate
    time.Dont allow it to fester.

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MANAGING DIFFICULT GROUPS
UNDERSTANDING THE ROLES PLAYED BY GROUP MEMBERS
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Understanding the roles played by group members
and using this information to manage them
effectively Students can work together to cause
problems and it is a good way to avoid work and
can gain them notoriety. This often fuels the
behaviour. With challenging groups of students it
is important to identify the roles played by
group members. Each group member will have at
least one key role to play in the group.
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Understanding the roles played by pupils in
difficult groups Alpha male Alpha female Sheep -
followers Orchestrator Regulator
/questioner Attention seekers / constant rule
breakers Fall guy / professional
victim Clown/joker Instigator / antagonist
/manipulators /aggressors / bully Distractor
/attention diverters Whingers The fog horn /
shouters Invisible person Know alls Flirts
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Vizard (2007a, p.87) in describing alpha males
says they are likely to be physically bigger
than their peers and will be of above-average
intelligence A parallel you may have seen in the
animal kingdom would be the baboon that sits at
the top of the baboon rock at the local zoo.
Vizard (2009) says alpha females show signs of
being leaders from six to seven years old. They
use psychological strategies to dominate others.
They do not use violence but a subtle form of
undermining of confidence. Alpha females are very
sarcastic and use stage whispers when discussing
other students with their friends. They can be so
sarcastic it has been suggested that
metaphorically acid drips from their tongue as
they speak.
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Moore (2006) stated that girls used rumour
mongering, social isolation and non-verbal
communication as a powerful weapon to control
others. The laddette culture has also developed
the influence of the alpha female. It is
important to identify these ring leaders and to
get them onside by using rapport building
strategies. Identifying the roles played by
group members is essential to help us manage
those challenging behaviours. Often when groups
come together there is quite a lot of challenging
and confrontational behaviour as the group tries
to develop its own hierarchy. Each student
battles for supremacy to become the alpha male
and alpha female. Tuckman (1965) suggested that
there are four typical stages in group formation
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  • Forming Group not sure of structure.
  • Storming Disagreements and conflicts between
    group members and sub-groups that have formed.
  • Norming Group is now quite cohesive and
    becomes more mature. Rules are now established.
  • Conforming The group works well on problem
    solving and conflicts are resolved.
  • It is important when managing groups initially we
    understand that these are the phases that they
    will go through. We need to support these
    developments and offer team building strategies
    to help with these developments.

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STRATEGIES TO MANAGE DIFFICULT GROUPS IN THE
CLASSROOM
101
  • Strategies to manage the influence of gangs and
    groups in the classroom and on the educational
    site
  • When managing difficult groups
  • have the right mind set difficult situations
    are less difficult when we are determined to
    learn from them
  • get behind the behaviour why is it happening
    become Poirot / Miss Marple bring out the
    detective in you
  • their behaviour is a logical way to get their
    needs met it is not often personal
  • experiment with a range of strategies there
    is no quick fix
  • welcome the challenge as an opportunity to
    develop new skills suffering now will pay off
    in the future
  • do not blame yourself or them
  • notice the good things

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  • Over 5 per cent of students are in or on the
    fringe of gang culture. This is a small number
    but their impact can be devastating and
    disproportionate. Some strategies we can use to
    try and reduce this percentage are
  • develop a positive group identity.
  • have mutually agreed rules.
  • chunk it down and sign post the session.
  • divide and rule. Split troublesome groups and
    use these students as leaders.
  • use co-operative learning approaches and use
    jig-saw groupings so that they dont realize they
    have been split.
  • using drama, which engages students in discussing
    key issues and allows them a safe framework for
    experimenting with concepts and ideas.
  • give them lots of responsibilities. Engage
    disaffected students in a student-run radio
    station.

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  • Here is Edward bear, coming downstairs now
    bump, bump, on the back of his head behind
    Christopher Robin. It is, as far as he knows, the
    only way of coming down stairs, but sometimes he
    feels that there really is another way, if only
    he could stop bumping for a moment to think of
    it
  • A.A. Milne, Winnie the Pooh.

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REFERENCES How To Manage Behaviour In FE Dave
Vizard London PCP/Sage Meeting The Needs of
Disaffected Students Dave Vizard
LondonNetwork/Continuum  (2009) Amazing Brains
Poster Set Dave Vizard Beating Anger Mike
Fisher Random House 2005 Hot Buttons Sybil
Evans Sherry Suib Cohen Piatkus 2000 Taking
Care of Behaviour Paul Dix Pearson 2007 The
New Teachers Guide to Survival Sue Roffey London
Paul Chapman Publishing 2004 NLP for Teachers
How to be a Highly Effective Teacher Richard
Churches Roger Terry Crown House Carmarthen
2007
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REFERENCES Kuhnke E 2007 Body Language for
DummiesChichesterWiley Borg J 2008 Body
Language Harlow Pearson James J 2008 The
Body Language Bible Random House
Publishing Collett P 2003The Book of Tells
London Bantam Books
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