PCT Meeting - Behaviour Management - Tuesday 24th August 2017

Children make judgements quickly and accurately (Just 10 seconds)

- Ambady & Rosenthal 1993

What messages do you need to communicate quickly?
- Body Language/Tone of voice - Respect from both parties
- Boundaries/expectations
- Approachability
- Routine
- Covey that you mean what you say - Don't say things that you cannot follow through with
- Listening to what they have to say

Three essential elements:
Competency
- Capable of delivering what you claim
- Responsibility to know your curriculum
- Let students know your strengths and weaknesses - teacher as a learner

Care
- Powerful force
- Show as well as tell
- If they do not believe that you care about them then most attempts to motivate them will be futile.

Credibility
- Do things that back up what you say - Actions match words
- Prove yourself repeatedly

How do you show that you actually care about them?
- Treat issues with importance
- Get to know them - Listen to what they have to say, remember, respond, revisit
- Weekly check-ins
- Share a bit about who you are
- Be there at the start and end of the day
- Sit and work with them
- Invite all students to your desk for a chat
- Invest - TIME, ENERGY & SELF

"It begins with me... it ends with me" - Miller & Desberg 2009

Dr Bill Rogers - On Behaviour Management

Settling Class

- Confident and respectful directions

"Settling down thanks", "A number of students are still chatting and calling out, hands down thanks, face the front"

- Small cues to the expected behaviour

- Not requesting, cueing (thanks rather than please) - Can take 2-3 minutes

- Only once all are settled greet the students and begin the activity

- Can direct your focus to certain students and use this same technique (brief descriptive cue and brief directive cue)

- Directions focussed on the behaviour we expect

- Tactically ignore the secondary behaviour e.g. sighing, pouting, etc. - This can be dealt with privately if necessary

- More challenging behaviour may require more assertive language and time out but it is still necessary to stay calm - Check in next day to discuss consequences

FUFT - Follow up and follow through

- Do what you say

Don't - Think of an elephant

- Avoid using this

- State the behaviour that you want instead

Tactical Ignoring

- Address the issue - ignore the secondary behaviour

Coach your class

- Tell them how great they are

- Tell them how proud of them you are

- Create a positive atmosphere

Students will adopt the identity of the group

Commend the norms - Spend as much time on the positives as the negatives

- Hands up

- Correct uniform

- Listening

- Positivity

- Being on time

- Bringing on task

Find the positives

Revisit your expectations

- Setting them is one thing, maintaining them is another

eTAP entries - SUPER IMPORTANT!!!
Frequency, Duration and Intensity

Just Breathe