Students can sometimes find it difficult maintain their engagement in group activities, especially if their own self image or confidence is low. How can your questioning and positive verbal leading empower students to continue their involvement and reduce the likely hood of unacceptable behaviour? Continue reading
With some of the most challenging youngsters, particularly those whose behaviour is chronic, ongoing, and apparently never ending, the feeling is certainly that you have indeed tried everything. Continue reading
Expecting an immediate response or speedy compliance to teacher instructions requires not just hearing that instruction, but also time to process and understand what is required. What techniques can you use to ensure both understanding and compliance? Continue reading
Does your style of teaching and managing difficult behaviour conflict, or sit comfortably, alongside the styles adopted by your colleagues? Can inconsistent styles have a detrimental effect on pupil behaviour?
As the new school year begins and the summer break is over, it’s always a good time to both reflect on the past and also to make a positive start to the new term ahead. Individual pupils will always come to mind and your concerns about how they will cope this year in a new class or even in a new school will be high on your reflective agenda. Have your efforts had an impact on the behaviour of those pupils, and how lasting will that impact be? Continue reading
If we are to agree at the outset that appropriate behaviour should be taught, rather than expected or assumed, then it is worth comparing how, at present, behaviour is actually taught in your school setting. Try comparing the current styles of teaching behaviour with the methods used to teach curriculum areas. A good starting point would be to ask the following:
If Maths/English/Humanities were to be taught in the same way we teach behaviour, how effective would that be?
If we were to teach behaviour in the same way that we approach regular curriculum areas, would we have to make any changes? Continue reading
Students who find themselves out of the regular classroom or teaching group due to their behaviour are provided with work and activities in a variety of provisions. How effective is the work in making a positive change to their problem behaviour?
Short periods of time out from the general classroom environment are usually spent by the student taking some time to review, consider and perhaps write about their behaviour, whilst also being provided with the work they would have been engaged in had they remained in the classroom. On a short term basis, this seems perfectly acceptable, and the “thinking time” this style of time out provides will often help the student to reconsider his or her behaviour and return to the classroom prepared to comply and undertake what is required of them. Continue reading