A Kit Bag for Promoting Positive Behaviour in the Classroom

Nicola Morgan, Gill Ellis

• Publisher: Jessica Kingsley Publishers
• Year: 2011
• Print ISBN: 9781849052139
• eBook ISBN: 9780857004666
• Topic: Education
• Subtopic: Inclusive Education

Disruptive classroom behaviours can prevent effective teaching and create a negative learning environment. This handy directory of behaviours has been written by teachers for teachers, and is bursting with tried and tested techniques to make the classroom a happier and more productive place for everyone.

The 'Kit Bag' is a bank of up-to-date ideas that can be dipped into whenever needed, each one intended to get children focused and more engaged and excited by the learning process. The book suggests ways to create a positive learning environment in the classroom and encourages teachers to be proactive at the most vulnerable times of the school day such as at the start and end of lessons. Strategies are included for addressing behaviour hotspots, such as calling out, frequent crying or aggressive behaviour, as well as how to uncover the source of these problems and practical ways to prevent them from reoccurring. The useful Self-Assessment Checklist will also aid in making sure teachers are constructively reinforcing positive behaviour at all times.

This widely acclaimed approach will be a must for any teacher who has ever been confronted with challenging behaviour and wants to get the best out of their pupils. It will also be a valuable tool for headteachers and senior leaders who want to revolutionise current school practices.

Part I

Creating a Positive Learning Environment

The behaviour

Whilst this is a book to provide you with effective tools for behaviour management in the classroom, it cannot go unnoted that the most effective classrooms are influenced by the positive learning environment of the setting it is within, i.e. the school. As soon as you walk into a school you cannot only see the ethos from its displays and colours but you can feel it. The entrance to a school is an important statement for any visitor. It shows very quickly what your vision is as a school and the message that it is trying to convey. It is without question that what goes on outside your classroom has an impact on you and the pupils you teach.

Does your school promote a positive learning environment?

Self-assessment checklist

As teachers we are constantly faced with challenges every day and providing solutions to these challenges is not an easy task. Sometimes, however hard we try, certain situations push our professionalism to the limit. When this happens we need to take a deep breath and ask ourselves some basic questions as to why these things are happening.

Here is a simple five-step checklist to do a quick self-assessment for any situation which you may face in the classroom. If you can answer all these questions then you know that you have got the basics covered and can go ahead with finding the right tool to fit the right behaviour. Spending a short time doing this before you implement the tool will ensure that you achieve ultimate success.

Step 1 Check the history

Play detective and find out all you can about the behaviour and the child. It may mean finding out what her behaviour was like the previous year, meeting with her class teacher or phoning up her previous school. Gather as much information as you can. What strategies were previously used? Was there parental involvement? Attendance record? Friendship groups? Academic performance?

Step 2 Check by establishing the ‘Why?’

There is always a reason behind every behaviour. Behaviour is a form of communication; sometimes children (and adults) find it difficult to communicate how they are feeling because they don’t know what words to use and find it easier to act out the way they feel which can sometimes result in unwanted behaviour. This behaviour is an indication that something is not right and/or their needs are not being met.

By observing and talking to the child and, if appropriate, to her parent(s)/carer(s), you can start to piece together the ‘behaviour jigsaw puzzle’ in order to create the big picture and establish why she is behaving in this way. When the ‘why?’ has been established you can then help her to understand and manage that behaviour.

Step 3 Check positive reinforcement

Make sure that the child knows you care about her. Remember that she may have taken a long time to develop this behaviour, so be consistent and patient as the behaviour takes time to change. Establishing a good relationship with a child shows that you are interested in her and promotes her self-esteem. Remember that behaviours occur for a reason and children who display challenging behaviour do not have the skills that adults have in dealing with situations. Are you using positive language? Are your positive reinforcements exciting and motivational? Do your rewards excite and motivate children? Are you consistent in your approach?

Step 4 Check class rules

Rules create clear expectations for children and define what is acceptable behaviour. Are your class rules clear and do all the children in the class understand and respect them? Are they brightly and prominently displayed, and reinforced on a regular basis?

Step 5 Check correctives

Are you consistent in your approach to implementing your correctives within the classroom? Do children see this as fair? Children usually respect fair play. Are your correctives fair, consistent and a logical and realistic response to the behaviour?

Tool 1

A Whole-School Approach

All good schools aim to create an inclusive culture which is positive and which meets both the demands of the curriculum and the emotional wellbeing of all its staff and pupils. Sometimes, despite these efforts, challenging behaviour displayed in the classroom does impede on the learning of others. Challenging behaviour is usually displayed for a reason and whilst schools work relentlessly to support all their pupils as individuals, unwanted and challenging behaviour is never and cannot be acceptable.

All pupils have a right to the opportunity to learn without the interference or disruption of others to enable them to grow into confident, independent lifelong learners. However, the reality of creating a school where equal opportunities occurs for every single pupil is a difficult one, particularly when challenging behaviour becomes the focus of attention for staff on a daily basis and distracts them from delivering the high-quality learning they are seeking.

It is well documented that schools struggle to achieve a constant juggling act between trying to create a sense of equilibrium for all their staff and pupils in establishing a culture in which everyone benefits and is successful whilst at the same time meeting individual pupils’ needs, especially those children with additional learning needs. Changing the culture of a school is a long and strategic process. To change the culture of a school all staff and pupils must have a strong vision for school effectiveness. To this end, the importance of implementing effective behaviour management systems is crucial if schools are to turn their vision successfully into a reality.

A whole-school behaviour policy

All good schools have an effective behaviour policy which provides clear guidelines for all its stakeholders and sets out its rules, correctives and rewards and how to implement and monitor them. There are many examples of good behaviour policies available within local authorities in the UK and on the internet if you require one. A good policy is supported by a good behaviour management system. One with which we have worked successfully in schools is ‘The five-step behaviour programme’ which is comprehensive and includes a whole-school step-by-step approach.

Creating a positive learning culture

The culture of a school has a huge impact on how people in them learn, behave, respect one another and develop as independent learners. This is achieved by developing and implementing:

• effective sanctions

• positive reinforcements

• shared beliefs

• traditions, practices and rituals

• positive, supportive school community.

School’s vision

Successful schools have a clear sense of direction and vision. When creating a vision for your school it is important to decide the type of school you seek to become. Involve all members of the school community in creating a shared vision for your school, taking into consideration the agreed set of core beliefs to which the school community can commit.

Creating a shared vision:

• identify and share the school’s core beliefs

• describe how your ideal school would look

• implement.

Ethos and values

How people feel and think about the place in which they learn and teach makes a difference to how they do their job. Therefore, the school’s ethos and values need to be deep-rooted and promoted for all to see.

Tool 2

A Positive Approach

For an environment to stay positive teachers need to keep themselves motivated. A whole-school culture where staff are nurtured and relationships are fostered is a culture which is warm, friendly and respectful. This is an environment in which teachers feel valued and therefore value others. Being recognised for what you do is a great motivator! There are some great motivating tips around and some of the best can be found on a website called MotivatingMates.com. This website will give you a daily motivating quote that will inspire you and others.

The golden rules of teaching

Teaching children and managing sometimes difficult situations is never an easy job. Teaching can sometimes become stressful even for the most accomplished teacher. It is vitally important that you think and feel as if you are in control all the time. Positive attitudes are contagious. By being positive, you will affect and change the children’s outlook within the class in an empathetic and forward-looking manner. Never let the children know that you have doubts in your own ability or are unable to cope in particular situations. Exude confidence at all times.

1. Believe that you have the ability to manage a class effectively.

2. Celebrate all your achievements, however small.

3. Understand that you are human and that you will make mistakes. Remember, mistakes are merely the portals to learning.

4. ...

Table of contents

• Cover
• Title
• Contents
• Introduction
• Part I Creating a Positive Learning Environment
• Part II Positive Classroom Management
• Part III Re-focusing
• Part IV Confidence Building
• Part V Challenging Behaviour