Behaviour Management

Behaviour Management http://www.teachingexpertise.com/area/behaviour-management The taxonomy view with a depth of 0. en Focus on prevention http://www.teachingexpertise.com/e-bulletins/focus-prevention-12253 <p><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves /> <w:TrackFormatting /> <w:PunctuationKerning /> <w:ValidateAgainstSchemas /> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF /> <w:L<p><a href="http://www.teachingexpertise.com/e-bulletins/evaluate-your-behaviour-management-systems-10387">read more</a></p> http://www.teachingexpertise.com/e-bulletins/evaluate-your-behaviour-management-systems-10387#comments Behaviour Management Behaviour Matters Classroom Teacher Head of Year Self-Evaluation Fri, 03 Dec 2010 12:14:01 +0000 scameron 10387 at http://www.teachingexpertise.com Using a system of sanctions and consequences effectively http://www.teachingexpertise.com/e-bulletins/using-system-sanctions-and-consequences-effectively-10233 <p>Many schools use a behaviour management system involving several levels of sanctions and consequences as a response to difficult behaviour from students, with the sanctions becoming more severe as the levels increase. This is sometimes known as a ‘levels of response’ system. For instance, a student with a persistent behaviour problem may initially receive a warning (level 1) as a consequence; if this has no effect the teacher may then move to a second warning (level 2); and thereafter follow a series of consequences graded according to strength.<p><a href="http://www.teachingexpertise.com/e-bulletins/using-system-sanctions-and-consequences-effectively-10233">read more</a></p> http://www.teachingexpertise.com/e-bulletins/using-system-sanctions-and-consequences-effectively-10233#comments Behaviour Management Behaviour Matters Tue, 23 Nov 2010 09:25:24 +0000 scameron 10233 at http://www.teachingexpertise.com Keeping control when faced with challenging behaviour http://www.teachingexpertise.com/e-bulletins/keeping-control-when-faced-challenging-behaviour-10091 <p>Faced with a confrontation, it is widely accepted that we have an inbuilt, automatic response mechanism – the old ‘fight or flight’ scenario. Whether the confrontation is real or perceived, the response system is there to protect us. However, for adults working with pupils in an educational setting, whether it be the classroom, the dining room or an outside space, an uncontrolled fight or flight response is unlikely to be appropriate!<p><a href="http://www.teachingexpertise.com/e-bulletins/keeping-control-when-faced-challenging-behaviour-10091">read more</a></p> http://www.teachingexpertise.com/e-bulletins/keeping-control-when-faced-challenging-behaviour-10091#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Head of Year Fri, 05 Nov 2010 11:57:09 +0000 scameron 10091 at http://www.teachingexpertise.com Maintain involvement and reduce off-task behaviour using ‘positive leading’ http://www.teachingexpertise.com/e-bulletins/maintain-involvement-and-reduce-task-behaviour-using-positive-leading-9859 <p>While some students can be a source of annoyance and disruption by constantly shouting out answers to your questions, there will be some students who are most reluctant to take the risk of offering an answer during a group activity. A lack of self-confidence or a simple lack of knowledge may be the reason, but for many students, they do not want to be seen as failures, especially in front of their peers.</p><p><a href="http://www.teachingexpertise.com/e-bulletins/maintain-involvement-and-reduce-task-behaviour-using-positive-leading-9859">read more</a></p> http://www.teachingexpertise.com/e-bulletins/maintain-involvement-and-reduce-task-behaviour-using-positive-leading-9859#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Wed, 13 Oct 2010 15:14:53 +0100 scameron 9859 at http://www.teachingexpertise.com Managing behaviour using non-verbal signals http://www.teachingexpertise.com/e-bulletins/managing-behaviour-using-non-verbal-signals-9736 <p>Non-verbal signals have been used in schools for years. The simple ‘Shh’ indicator with index finger on lips, the thumbs-up and the ‘come here’ curl of the finger are perhaps the most widely recognised. But spend some time in a school assembly with your eyes on members of staff and you will immediately see a whole range of non-verbal signals being used to manage behaviour. Indicators with hands, a nod of the head and one of the best – ‘the look’ – are just a few of the techniques used.</p><p><a href="http://www.teachingexpertise.com/e-bulletins/managing-behaviour-using-non-verbal-signals-9736">read more</a></p> http://www.teachingexpertise.com/e-bulletins/managing-behaviour-using-non-verbal-signals-9736#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Tue, 05 Oct 2010 15:27:31 +0100 scameron 9736 at http://www.teachingexpertise.com Putting behaviour theory into practice http://www.teachingexpertise.com/e-bulletins/putting-behaviour-theory-practice-9425 <p>As emotionally literate adults we should be able to manage our feelings and emotions, but how have we learnt these skills? How are we able to use them in a variety of social environments? How can we effectively provide teaching and learning opportunities with students?</p><p><a href="http://www.teachingexpertise.com/e-bulletins/putting-behaviour-theory-practice-9425">read more</a></p> http://www.teachingexpertise.com/e-bulletins/putting-behaviour-theory-practice-9425#comments Behaviour Management Behaviour Matters Classroom Teacher Head of Year Mon, 13 Sep 2010 14:03:56 +0100 scameron 9425 at http://www.teachingexpertise.com Start the new school year with an effective communication system http://www.teachingexpertise.com/e-bulletins/start-new-school-year-effective-communication-system-9326 <p>At the start of a new school year, it is very easy to form the wrong impression of individuals who are new to you based on their reputations. This applies to both staff and students. It is also all too easy to slip back into ways of working which feel familiar but are not always the most effective.</p><p><a href="http://www.teachingexpertise.com/e-bulletins/start-new-school-year-effective-communication-system-9326">read more</a></p> http://www.teachingexpertise.com/e-bulletins/start-new-school-year-effective-communication-system-9326#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Wed, 01 Sep 2010 16:34:30 +0100 scameron 9326 at http://www.teachingexpertise.com Inclusion Development Programme http://www.teachingexpertise.com/articles/inclusion-development-programme-9295 <div class="field field-type-text field-field-content"><div class="field-items"><div class="field-item odd"><p>The Inclusion Development Programme (IDP) is a government-funded initiative that has been developed in partnership with voluntary bodies, leading academics in the related fields and the National Strategies. It is a professional development tool, designed to support schools in meeting pupils' special educational needs (SEN), and is available online and as a DVD. The programme was developed in three phases.<p><a href="http://www.teachingexpertise.com/articles/inclusion-development-programme-9295">read more</a></p> http://www.teachingexpertise.com/articles/inclusion-development-programme-9295#comments Behaviour Management Classroom Teacher Communication and social skills Inclusion SEAL Coordinator Social and Emotional Aspects of Learning Thu, 12 Aug 2010 13:18:58 +0100 scameron 9295 at http://www.teachingexpertise.com Relax, recharge and organise for next term http://www.teachingexpertise.com/e-bulletins/relax-recharge-and-organise-next-term-9161 <p>There is a very strong temptation at the end of the summer term to clear your mind of all the difficult pupil behaviour you have had to manage over the school year and not think about it until the new term starts. Certainly you need a chance to relax and recharge, but a complete break, with no reflection and planning, can have a negative influence on your thinking. It can also have a negative effect on your ability to manage pupil behaviour when they, and you, return in the new term.</p><p><a href="http://www.teachingexpertise.com/e-bulletins/relax-recharge-and-organise-next-term-9161">read more</a></p> http://www.teachingexpertise.com/e-bulletins/relax-recharge-and-organise-next-term-9161#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Wed, 07 Jul 2010 15:03:13 +0100 scameron 9161 at http://www.teachingexpertise.com Using responsibility to improve behaviour http://www.teachingexpertise.com/e-bulletins/using-responsibility-improve-behaviour-8929 <p>There is probably only a handful of readers who still have memories of ‘jobs’ being given out to students, such as the role of ink or milk monitor. That same handful may also remember such jobs as banging the board cleaner on the hard playground to clean off the chalk and then wiping the blackboard down at the end of the day with a damp towel! Those particular jobs have now thankfully disappeared and the nominated students have grown up and left school.</p><p><a href="http://www.teachingexpertise.com/e-bulletins/using-responsibility-improve-behaviour-8929">read more</a></p> http://www.teachingexpertise.com/e-bulletins/using-responsibility-improve-behaviour-8929#comments Behaviour Management Behaviour Matters Classroom management Tue, 22 Jun 2010 11:20:35 +0100 scameron 8929 at http://www.teachingexpertise.com How is appropriate behaviour taught in your school? http://www.teachingexpertise.com/e-bulletins/how-appropriate-behaviour-taught-your-school-8690 <p>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. 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:</p><p><a href="http://www.teachingexpertise.com/e-bulletins/how-appropriate-behaviour-taught-your-school-8690">read more</a></p> http://www.teachingexpertise.com/e-bulletins/how-appropriate-behaviour-taught-your-school-8690#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Tue, 08 Jun 2010 17:12:30 +0100 scameron 8690 at http://www.teachingexpertise.com Not disruptive, but not on task http://www.teachingexpertise.com/e-bulletins/not-disruptive-not-task-8381 <p>This issue looks at the problems caused by pupils who are constantly off-task, but not overtly disruptive: how, if not proactively addressed, their behaviour can have a negative effect on peers, be the source of constant frustration for you, and if not dealt with can quickly disengage the pupil from the learning process.</p><p><a href="http://www.teachingexpertise.com/e-bulletins/not-disruptive-not-task-8381">read more</a></p> http://www.teachingexpertise.com/e-bulletins/not-disruptive-not-task-8381#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Head of Year Wed, 26 May 2010 17:19:47 +0100 scameron 8381 at http://www.teachingexpertise.com Dealing with the ‘significant minority’ of poorly-behaved students http://www.teachingexpertise.com/e-bulletins/dealing-significant-minority-poorly-behaved-students-8153 <p>To try to get a clear perspective of the problem affecting the significant minority, it is easier to think in terms of teaching groups rather than the school population as a whole. Within a typical class group of approximately 25-30 students, individuals tend to fit into the following categories:</p><p><a href="http://www.teachingexpertise.com/e-bulletins/dealing-significant-minority-poorly-behaved-students-8153">read more</a></p> http://www.teachingexpertise.com/e-bulletins/dealing-significant-minority-poorly-behaved-students-8153#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Head of Year Tue, 11 May 2010 09:37:37 +0100 scameron 8153 at http://www.teachingexpertise.com How to improve behaviour during lunch break http://www.teachingexpertise.com/e-bulletins/how-improve-behaviour-during-lunch-break-8099 <p>Much time and effort is spent by schools on providing appropriate space, equipment and supervision for students at lunchtime. Timetables may be altered to accommodate a longer morning session, short lunch breaks and varied afternoon sessions. In spite of this, many students find it difficult to cope with the change from the structure of the classroom to the greater freedom, social interaction and changed supervision of the lunch break.</p><p><a href="http://www.teachingexpertise.com/e-bulletins/how-improve-behaviour-during-lunch-break-8099">read more</a></p> http://www.teachingexpertise.com/e-bulletins/how-improve-behaviour-during-lunch-break-8099#comments Assistant Head Behaviour Management Behaviour Matters Classroom Teacher Deputy Head Head of Year Headteacher Tue, 27 Apr 2010 14:35:36 +0100 scameron 8099 at http://www.teachingexpertise.com Dealing with students who answer back http://www.teachingexpertise.com/e-bulletins/dealing-students-who-answer-back-8056 <p>We are all completely familiar with the sometimes strange changes which come over all of us when we find ourselves in different surroundings. As emotionally literate adults we are confident in our ability to adjust our behaviours to fit with the environment in which we find ourselves. If you spend a couple of minutes reviewing how you would describe your behaviour in a variety of situations you will soon understand the point. For instance, describe your own behaviour in the following situations:</p><p><a href="http://www.teachingexpertise.com/e-bulletins/dealing-students-who-answer-back-8056">read more</a></p> http://www.teachingexpertise.com/e-bulletins/dealing-students-who-answer-back-8056#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Thu, 15 Apr 2010 15:28:28 +0100 scameron 8056 at http://www.teachingexpertise.com How can ‘time out’ benefit students’ behaviour? http://www.teachingexpertise.com/e-bulletins/how-can-time-out-benefit-students-behaviour-7946 <p><strong>Making positive use of ‘time out’</strong><p><a href="http://www.teachingexpertise.com/e-bulletins/how-can-time-out-benefit-students-behaviour-7946">read more</a></p> http://www.teachingexpertise.com/e-bulletins/how-can-time-out-benefit-students-behaviour-7946#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Tue, 09 Mar 2010 11:09:40 +0000 scameron 7946 at http://www.teachingexpertise.com Encourage good behaviour with effective student-teacher relationships http://www.teachingexpertise.com/e-bulletins/encourage-good-behaviour-effective-student-teacher-relationships-7915 <p>The topic for homework was the Ancient Egyptians, and having been quite stimulated by the introduction to the topic during the morning the Year 6 pupil couldn’t wait to find out more. The homework was due to be handed in by the end of the week and for two whole hours the youngster put together a collection of copied accounts and stories of the Ancient Egyptians, even managing to print off some photographs from articles found during a search on the family computer. It wasn’t a masterpiece, but it reflected a sense of motivation and effort.</p><p><a href="http://www.teachingexpertise.com/e-bulletins/encourage-good-behaviour-effective-student-teacher-relationships-7915">read more</a></p> http://www.teachingexpertise.com/e-bulletins/encourage-good-behaviour-effective-student-teacher-relationships-7915#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Mon, 01 Mar 2010 16:28:40 +0000 scameron 7915 at http://www.teachingexpertise.com Mobile phones, MP3 players and student behaviour http://www.teachingexpertise.com/e-bulletins/mobile-phones-mp3-players-and-student-behaviour-7890 <p>In spite of increasingly clear rules, boundaries and expectations regarding their use, phones and MP3 players remain among the most popular and prized of all personal possessions and students continually bring them into, and try to use them in, school. School and classroom rules range from a complete ban while on the premises to guidance asking that they are switched off, left at the office or handed in when entering the classroom.<p><a href="http://www.teachingexpertise.com/e-bulletins/mobile-phones-mp3-players-and-student-behaviour-7890">read more</a></p> http://www.teachingexpertise.com/e-bulletins/mobile-phones-mp3-players-and-student-behaviour-7890#comments Behaviour Management Behaviour Matters Classroom Teacher Head of Year Fri, 12 Feb 2010 11:33:00 +0000 scameron 7890 at http://www.teachingexpertise.com Are you devoting too much classroom time to behaviour management? http://www.teachingexpertise.com/e-bulletins/are-you-devoting-too-much-classroom-time-behaviour-management-7865 <p><strong>Behaviour management versus teaching<br /></strong>Teaching will almost always entail a certain amount of managing student behaviour. This week’s bulletin helps to raise your awareness of just how much time you are spending on behaviour, and how to readjust that fine balance in favour of more quality teaching time.</p><p><a href="http://www.teachingexpertise.com/e-bulletins/are-you-devoting-too-much-classroom-time-behaviour-management-7865">read more</a></p> http://www.teachingexpertise.com/e-bulletins/are-you-devoting-too-much-classroom-time-behaviour-management-7865#comments Behaviour Management Behaviour Matters Classroom Teacher Wed, 03 Feb 2010 10:32:31 +0000 scameron 7865 at http://www.teachingexpertise.com Improve your behaviour management with pupil evaluation http://www.teachingexpertise.com/e-bulletins/improve-your-behaviour-management-pupil-evaluation-7833 <p><strong>Pupil evaluation and feedback</strong><br />School councils and pupil voice have become established and effective aspects of pupils’ ability to contribute their views to school development plans. How can this same model be used to shape behaviour management in the classroom?</p><p><a href="http://www.teachingexpertise.com/e-bulletins/improve-your-behaviour-management-pupil-evaluation-7833">read more</a></p> http://www.teachingexpertise.com/e-bulletins/improve-your-behaviour-management-pupil-evaluation-7833#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Head of Year Fri, 22 Jan 2010 16:34:44 +0000 scameron 7833 at http://www.teachingexpertise.com Positive thinking to aid positive behaviour II: encouraging positive behaviour http://www.teachingexpertise.com/e-bulletins/positive-thinking-aid-positive-behaviour-ii-encouraging-positive-behaviour-7706 <p>There has been much time spent, in previous <em>Behaviour Matters </em>ezines and in many other behaviour management resources, on encouraging the use of positive recognition, with a clear emphasis on boosting self-esteem to improve behaviour. More often than not this positive recognition, both verbal and non-verbal, is led by the adult in the classroom. While there are clear benefits in this style of approach (eg recognition of appropriate behaviour and reinforcement of expectations), there will often be an element of disbelief and/or uncertainty on the part of the student.<p><a href="http://www.teachingexpertise.com/e-bulletins/positive-thinking-aid-positive-behaviour-ii-encouraging-positive-behaviour-7706">read more</a></p> http://www.teachingexpertise.com/e-bulletins/positive-thinking-aid-positive-behaviour-ii-encouraging-positive-behaviour-7706#comments Behaviour Management Behaviour Matters Classroom Teacher Tue, 15 Dec 2009 09:47:29 +0000 scameron 7706 at http://www.teachingexpertise.com Positive thinking to aid positive behaviour http://www.teachingexpertise.com/e-bulletins/positive-thinking-aid-positive-behaviour-7682 <p>It is not just your day-to-day management of student behaviour that can be affected by negative thinking, but also your long-term planning. As a long term finally draws to a close it is often the case that as you become mentally and physically tired, your thoughts and actions become increasingly negative. The challenges of managing student behaviour can seem almost overwhelming when there is the added excitement of end-of-term fever! Thoughts and emotions do affect behaviour and students are certainly no exception.</p><p><a href="http://www.teachingexpertise.com/e-bulletins/positive-thinking-aid-positive-behaviour-7682">read more</a></p> http://www.teachingexpertise.com/e-bulletins/positive-thinking-aid-positive-behaviour-7682#comments Behaviour Management Behaviour Matters Classroom Teacher Tue, 08 Dec 2009 11:16:41 +0000 scameron 7682 at http://www.teachingexpertise.com Using positive behaviour techniques http://www.teachingexpertise.com/e-bulletins/using-positive-behaviour-techniques-7640 <p>As an introduction to establishing how behaviour is taught in your school or classroom, it is helpful to establish a clear baseline. There will always be some boundaries and rules which are applicable across all areas of the school, and others which are subject- or environment-specific. For example:</p><p><a href="http://www.teachingexpertise.com/e-bulletins/using-positive-behaviour-techniques-7640">read more</a></p> http://www.teachingexpertise.com/e-bulletins/using-positive-behaviour-techniques-7640#comments Behaviour Management Behaviour Matters Classroom Teacher Mon, 30 Nov 2009 15:04:58 +0000 scameron 7640 at http://www.teachingexpertise.com Managing behaviour as a SENCO http://www.teachingexpertise.com/e-bulletins/managing-behaviour-senco-7626 <p><strong>Support for SENCOs</strong><p><a href="http://www.teachingexpertise.com/e-bulletins/managing-behaviour-senco-7626">read more</a></p> http://www.teachingexpertise.com/e-bulletins/managing-behaviour-senco-7626#comments Behaviour Management SEN Policy SENCO SENCO Week Special Educational Needs Fri, 27 Nov 2009 09:35:15 +0000 scameron 7626 at http://www.teachingexpertise.com Too many rules http://www.teachingexpertise.com/e-bulletins/too-many-rules-7580 <p>The short introduction to this week’s ezine may well have already got you looking for the list of rules in place in your school or classroom. If this is the case, then perhaps this is proof enough that too many rules:</p><p>a) are hard to remember<br />b) are usually over-complicated<br />c) apply in one, or some, or all environments, making it very hard for some students to understand how to comply with such a wide variety of rules and boundaries. Or, indeed, give some students even more opportunities to question you!</p><p><a href="http://www.teachingexpertise.com/e-bulletins/too-many-rules-7580">read more</a></p> http://www.teachingexpertise.com/e-bulletins/too-many-rules-7580#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Tue, 24 Nov 2009 17:04:18 +0000 scameron 7580 at http://www.teachingexpertise.com Threat or sanction? http://www.teachingexpertise.com/e-bulletins/threat-or-sanction-7553 <p>Below are two classic examples of adults not meaning what they say, and thus demonstrating to students (and/or their own children!) that they are not quite in control of the situation. Using threats, even if unintended, will generally have a negative effect on behaviour, and in some circumstances will increase or escalate the unwanted behaviour.</p><p>Example one (at home):</p><p><em>‘Right, that’s just not acceptable, I don’t know what you were thinking! You’re grounded for the week!’</em></p><p><a href="http://www.teachingexpertise.com/e-bulletins/threat-or-sanction-7553">read more</a></p> http://www.teachingexpertise.com/e-bulletins/threat-or-sanction-7553#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Wed, 18 Nov 2009 12:07:21 +0000 scameron 7553 at http://www.teachingexpertise.com Using a points system to manage behaviour http://www.teachingexpertise.com/e-bulletins/using-points-system-manage-behaviour-7507 <p><strong>Using points systems in behaviour management<p><a href="http://www.teachingexpertise.com/e-bulletins/using-points-system-manage-behaviour-7507">read more</a></p> http://www.teachingexpertise.com/e-bulletins/using-points-system-manage-behaviour-7507#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Tue, 10 Nov 2009 16:08:00 +0000 scameron 7507 at http://www.teachingexpertise.com Benefits of having flexibility to planned lessons http://www.teachingexpertise.com/e-bulletins/benefits-having-flexibility-planned-lessons-7459 <p><strong>Changing the activity<br /></strong>As with many, if not all, possible solutions to problems, the most effective strategies are often the simplest. How many times have you been faced with a problem at home, or even a practical DIY issue, and said to yourself: ‘I can’t cope with this at the moment,’ or ‘This really starting to get to me now! I’m going to put it down and sort it out later.’</p><p><a href="http://www.teachingexpertise.com/e-bulletins/benefits-having-flexibility-planned-lessons-7459">read more</a></p> http://www.teachingexpertise.com/e-bulletins/benefits-having-flexibility-planned-lessons-7459#comments Behaviour Management Behaviour Matters Classroom management Classroom Teacher Tue, 03 Nov 2009 15:24:33 +0000 scameron 7459 at http://www.teachingexpertise.com