Positive Behaviour

Management

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  Background of
Implementation

 Teachers

 Mid-day Supervisors/dinner
ladies e.t.c
 Bus Drivers / Escorts on Mini-
Buses

 Parents

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  The empowered Teacher
 1.You have the right and the responsibility to
establish rules and directions that clearly
define limits of acceptable and unacceptable
student behaviour.

 2. You have the right and the responsibility to

teach students to consistently follow these
rules and directions throughout the school day
and school year.

 3. You have the right and the responsibility to

ask for assistance in handling the behaviour of
students.
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  Stress: signs and management of stress

 Psychological Approach:
Our emotions get in the way:- thought / feeling / actions
 Assertive, Non-assertive and Hostile
Style

 Consistent Approach Throughout

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 Little difference until learner faces a challenge in their
learning.
Helpless Attributes are fixed
Failure attributed to self
Locus of control perceived as

external (control is not possible)

Mastery Attributes are malleable
Failure seen as a challenge to be learnt
from
Locus of control perceived as
12/08/21 internal (control
DDL 2010 is possible)
  School Code of Conduct
 Classroom Discipline Plan
 Consists of three parts
 Rules

 Rewards

 Consequences
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 Rules
 Rules that will let students know what
behaviours are expected in the classroom at all
times
 Limited number
 Rules that are observable. Vague rules are
difficult to apply
 Rules that apply to behaviour only
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 Consider involving students in choosing rules
DDL 2010
 Example:-

We follow directions first time

We keep hands, feet, objects and unkind
words to ourselves
We stay on task
We use the appropriate noise level
We only walk in the classroom

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 Positive Recognition

 Praise
 Non-verbal
 Verbal

 Tangible rewards
 Individual / behaviour certificates etc.
 Class Wide Rewards

 Special privileges
 Positive notes home
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 CONSEQUENCES / SANCTIONS
 STUDENTS deserve structure
 STUDENTS deserve limits
 must be something that STUDENTS do not like but
never physically or psychologically harmful
 are a CHOICE
 do not have to be severe to be effective
 easy for you to implement
 must be appropriate for your pupils
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 Establish a Discipline Hierarchy
Example:-
1. Warning
2. Move to another place
3. Lose 1 min of break
4. Lose two mins break
5. Fill out a behaviour think sheet
6. Contact the parent
7. Head teacher & Parental meeting
8. Severe Clause
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  DISPLAY THE PLAN BOLDLY IN CLASS
 TEACH YOUR CLASSROOM DISCIPLINE
PLAN
 SKILL REHEARSAL / UNDERSTANDING

RULES REWARDS CONSEQUENCES

1. ------- ----------- ------------------
2. ------- ----------- ------------------
3. ------- ----------- ------------------
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  S specify activity type - give clear directions

 P purpose

 R resource

 I in or out of Seat

 N noise Level

 T time (in some schools on wall)

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 POSITIVE RECOGNITION
(after Specifying Clear Activity Directions)
 Consistent praise “Catch them being good”
 Effective praise is personal
 It is specific and descriptive
 It must be genuine
 Effective praise is age-appropriate
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 Positive Repetition ( Supportive
Feedback) After giving a “Direction”
Negative Statements
 Stop talking and get back to
work
 Don’t do this. Stop that!
 How many times have I told
you?
 What are you doing?
 You, you and you, you’re not
sitting properly (assembly).
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Positive Statements
 Jenny and Danny are sitting
up with their arms folded
 Stephen is lining up by the
door as expected
 Jeff, thank you for having
your eyes on me. Good.
 Well done the people in this
row you are sitting properly.
 USING POSITIVE RECOGNITION TO MOTIVATE
PUPILS TO BEHAVE
 Positive reminder to reinforce pupils who are not yet
following directions
 Use scanning and circulating techniques and recognise
the appropriate behaviour as you teach
 Make a goal to praise every student sometime
throughout the day
 Use the class-wide recognition system to motivate
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your class toward a specific
DDL 2010
behavioural goal
REDIRECTING NON-DISRUPTIVE OFF-TASK BEHAVIOUR
 Differentiate between disruptive and non-disruptive
behaviour

 Non-verbal
 ”The Look”
 Close proximity

 Verbal
 Use the pupil’s name
 Proximity praise
 If redirecting is not effective it may be appropriate to provide a
consequence

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 IMPLEMENTING CONSEQUENCES

 Calm Assertive Statement

 Be consistent –provide a consequence every-time
a pupil chooses to disrupt
 Re-focus pupils who attempt to argue with you
 Offer the consequence as a CHOICE
 Find the first opportunity to praise after child

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has been disruptiveDDL 2010
 Corrective Feedback ( What does it sound like?)
 Helen the direction was –to work quietly
 I need you to turn around and work quietly
 Helen turn around or you will choose to have a Warning
 I understand what you are saying but the direction is –to work quietly
 The direction is – to work quietly
 Helen you have chosen to lose 1 min of your break.
 That’s neat work Helen and now you’re working quietly and learning. Thank
you.
 [ NEED ALSO FOR FAST TRACK ]
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  The art of teaching is the ability of
successful teachers to blend academics
and behaviour management efforts into
a cohesive whole

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 QUOTES
 Peter Keller Head: “The school with support and advice from outside
agencies has worked hard to develop a working policy for assertive discipline.
This has involved training for everyone who is involved with the pupils.
Central to its success are respect, patience and care that is shown to each child.
The pupils value the reward system in place and the verbal praise and
encouragement they receive”

 Junior School Head: L.I.

“The good practice already in place within the school has been consolidated
and extended as a result of the introduction of assertive discipline. All staff
including mid-day supervisors now work as a team promoting positive
behaviour management. What is evident is that the self-discipline amongst the
pupils has increased.”
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  Primary School Head: AP “Assertive
Discipline moves towards the concept shift of I want to
behave, so empower me, as opposed to I cannot behave”

 Primary School Head: RR “Assertive Discipline

has permeated all aspects of the school” there is a
“stillness and calmness in the school” and it produces a
“culture of self-discipline for their own actions.”

 Junior School Teachers: ”It is the consistency

of approach that makes it very effective.”
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 

Pupils are encouraged to accept

responsibility for their behaviour and to
follow the Golden Rule. They are
involved in drawing up classroom
rules: these are agreed and displayed
prominently throughout the school.
Pupils respond well to the school and
playground rules and to the reward
system. They feel they are treated fairly
and that their efforts are valued.

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