Bill Rogers - Education And Discipline 1b4s4t

Advance Organiser Topic

Bill Rogers Behaviour Management

Sub-topics

Prevention, Positive Correction, Consequences, Whole School Behaviour Management Plan

Link to Prior knowledge and Rationale

Many of you will have heard of Bill Rogers from his videos, books or as a presenter. You are all skilled teachers and use many successful behaviour management strategies to deliver the curriculum, and you probably already incorporate some of Bill Rogers preferred practices. These staff meetings will affirm your classroom management .

Organisation

Two 45min staff meetings: PowerPoint presentation, with „Think Pair Share‟, and staff discussion Staff discussion on school behaviour management plan

Outcomes

Have a greater understanding of Bill Rogers preferred practices Enhance strategies for dealing with behaviour management in the classroom Provide some background information for developing a whole school behaviour management plan and consideration of core values

Bill Rogers- preferred practices for behaviour management The first theme of Bill Rogers is that teachers need to plan for managing students‟ behaviour just as they do for curriculum programmes.

This includes the use of prevention, positive correction, consequences and ive strategies in the classroom

The secret of success is the ability to survive failure Noel Coward

Prevention

Relationships Respect, responsibility and rights are the triad of relationship building

What are our rights? 1. To be treated with dignity and respect 2. To feel safe physically and emotionally 3. The right to learn and to teach

Prevention

Responsibilities Consider others rights Need to teach manners at the start of year Turn these into routines e.g. how we enter and leave the classroom, chairs under the table… visual learners and display routines as posters

Prevention

Routines

Hard to reclaim Let kids go and you establish something

Prevention

Rules should be…..

ew ncouraged nforced aught imple

Prevention

Classroom Rules Collaborate with students- use inclusive language e.g. To feel safe in our classroom we… Copy to parents and principal Publish and visual in the classroom Mainly Positive

Prevention

Tactical Pausing Short rest before instruction Wait until students follow instruction( look this way) before continuing Tactical pause e.g. Looking this way …………… our lesson today is on……

Prevention

Motivation

Relevant, appropriate and engaging curriculum planning Set clear expectations about learning, task etc Cater for the special individual needs of learners in the classroom

Prevention

Building Co-operation

Have regular classroom meetings to solve class problems Use teaching strategies that cater for mixed abilitiesfor example peer tutoring, cooperative learning and grouping students

Prevention

Classroom environment Well planned room organisation Base seating plan on behaviour Adequate resources Monitor and limit behaviour such as having to wait, task length etc…

Prevention

Managing noise

Monitor noise level Work noise Partner noise Consider a noise meter- class or group reward for keeping with boundaries

Prevention

Planned Encouragement 1. Describe the behaviour 2. Discuss the impact 3. Thank them for it e.g. “You were all quiet going past that room -so their class was not disturbed by noise- thanks” Positive relationships are the fabric that weaves everything together

Positive Correction

Correction is planned in advance because behaviour management is an emotional issue The language to use –what we say and how we say it .The language of respect, care and empathy is the sound that reinforces positive relationships Balance with the „language of encouragement‟ Speak and act in such a way as to minimise embarrassment, undue confrontation and hostility, especially the annoying, frustrating ones Where possible take the student aside from their peers

Positive Correction

Planning- least to most intrusive management Select the best strategy Manage the correction in the least intrusive way E.g. a choice, before a warning, before a consequence

A theory must be tempered with reality. Jawaharlal Nehru

Positive Correction

Non-verbal directions or cues Privately Understood Signals With some low-level disruption, a wink a nod or a brief stare. It is a form of nonverbal direction that says, “You know that I know that you know”.

Positive Correction

Tactical ignoring Primary behaviour is the primary disruption Avoid arguing or „feeding‟ „secondary behaviours‟ or side issues (where possible) Tactical ignoring of some behaviours especially secondary or attention seeking behaviour

Positive Correction

Take-up time Demonstrates expectation

Is the cue when we turn aside, or walk away, after having given a direction Enables trust, and maximises face saving

Positive Correction

Moving around the classroom Standing/sitting close to the disruptive student or group

Positive Correction

The D‟sDistraction e.g. Ask a student not concentrating a question or give them a job Descriptive reminders e.g. “Samuel you are talking” Defusing potential conflict using repartee and humour e.g. “You are not our normal teacher” Teacher replies “There are no normal teachers, Sally” reDirect Simple behavioural directions, “Kale walk thanks” Direct questions Don‟t ask why questions, ask what, how, when questions e.g. “Sam, what are you doing?” Sam answers, ”Talking to Sue” Teacher replies, “What should you be doing?”

Positive Correction

Conditional directions By rephrasing the negatives we can make the direction more invitational in tone When you have …. then you can….. e.g. “When we have written the notes in our books then we can do the experiment”

Positive Correction

Rule reminders Keep positive

: E.g. “Jade- what‟s our rule for asking questions?” or “Cane you know our rule for listening …use it thanks.”

Positive Correction

Partial agreement Partially agree with the student and then refocusing back to the required behaviour It‟s an acknowledgement student‟s argument

of

the

E.g. “Maybe it is a dumb rule but I‟m asking you to put your mobile in your bag and turn it off”

Positive Correction

Choice, Direction Direct students to responsibility for their own behaviour by using language that emphasises the student‟s choice rather than the teacher‟s threat e.g. “Jade put your pack of cards in your desk or on my table” e.g.2 “Work quietly here or I‟ll have to ask you to work separately”

Positive Correction

When you are angry… Only get angry over serious issues No emotional brow-beating, sarcasm and cheap shots Assertion rather than verbal aggression Use „I‟ language – “I‟m angry about this because….” Focus on the behaviour or issue rather than the student Use cool off time or timeout for a short periods Engaging in repairing and rebuilding at a later stage Don‟t publicly argue with student -one on one is best

Consequences

Test for all consequences Is it reasonable? Does it keep the respect intact?

What does the student learn from it? Is the consequence related to the behaviour? E.g. A student using scissors to

scratch a desk has to stay back and sand desk

Consequences

Follow up with Student Consequences are part of the rights, rules and responsibilities framework Students behaviour is a choice „You own your own behaviour…‟ „Consider other people‟s rights…‟ Describe the purpose of the consequence (to highlight ability) Always follow up and follow-through with students beyond class time

Emphasis the certainty rather than the severity of the punishment

Consequences

Follow-up Acts as a deferred consequence when a student has not completed a task Some behaviour consequences will need to be deferred until after cool-off time May involve repairing and rebuilding Establish a school wide approach for the use of consequences for common rule breaking behaviours

ive strategies

Establishing effective relationships does not just occur in the four walls of the classroom

Seek colleague, and parent when we are struggling with a student, or a group or a whole class.