NCFE2 Session fiveteen
From Usefulwiki
Elements 3.2.7,3.2.13 Strategies to Support Learners - Behaviour
Exploring school behaviour policies, classroom behaviour strategies and positive behaviour management techniques
Unit 2 Workshop Continued
Contents |
Introduction
10:00-10:10
- registration
- homework
Learning Objectives
- Students should list school behaviour policies
- Students could begin to evaluate the effectivenss of policies
- Students should identify a range classroom behaviour strategies
- Students could evaluate positive behaviour management techniques
Behaviour Policies
10:10 - 10:30
Initial discussion on whole school behaviour policies.
Typical Classroom Strategies in Theory and Practice
In Theory
- Traffic lights - children's names may be moved up or down between green, amber and red. Children on red at the end of a session lose 5 mins of play.
- Star of the morning or afternoon. Teacher and I choose one child each to receive a sticker and a round of applause.
- Use of egg timers to keep children 'on task'
- Use of consistent, specific, praise for when we 'catch' children doing the right thing.
- use of positive reminder cards
- gentle verbal warnings
- occasional shouting
- use of agreed signals to bring class to silence
- use of learning mentor time as a reward for good behaviour
- Golden Time - choice of positive play activities on Fridays for those who have behaved well all week.
In Practice
When the classroom was monitored for a week it was discovered:
- that the traffic light system was no longer in use.
- Star of the morning was highly effective.
- Egg timers also worked and some children chose to challenge themselves by using one.
- Almost all children enjoyed deserved praise but some children with EBD found it disturbing. For them a simple gesture (thumbs up or a wink) was more helpful.
- Reminder cards were not being used as effectively as they were in the past.
- Shouting really did not work and should be a strategy of last resort.
Activity
10:30 - 11:20
In two groups
Using flip charts and pens:
- Briefly describe 5 behaviour strategies currently in use in your schools
- Describe one advantages and one disadvantage of each strategy
- You should reach some conclusions about which are the most effective strategies in practice
- You may put forward some theories about why this is the case.
Consider how best to lay this out. You may use a list or set it out in a table.
You will present your findings for 10 minutes, this to include some time for questions.
All members of the group must take a role in presenting the work.
Coffee
11:30 - 11:45
Presentation of Work
11:45 -12:15
While you are watching you should:
- Make notes
- Be preparing questions to ask.
- The questions should use the word 'why' rather than 'how', 'where', or 'when'.
Using Positive Statements
12:20 - 12:35
When talking to children it is important to use many more positive than negative statements. There is research to suggest that you should make at least 4 positives remarks to every negative one.
In my own practice I discovered that children responded fastest to specific instructions when combined with a positive statement.
"You have made a really good job of that question Billy."<smile> "Look at the next section now and talk to Jenny about how you are going to answer it."
achieved a much faster result than:
" You are not doing what I asked Billy."<sigh and pull an angry face>" You are supposed be talking to Jenny now about the next section not what was on the telly last night!"
Homework
12:35- 1:00 Introducing and explaining homework
Behaviour
- Read homework hand out on behaviour management
- Fill in check list 1
- Use it to help you fill in chart 2
- Write notes on any whole school behaviour management strategies at your placement
- Write notes on any classroom strategies in use in your classroom.
Theory into Practice
1. Look back at your learning journal.
2. Choose one incident where a child was not doing what you asked. Ideally choose an incident that bothered you afterwards, perhaps where you feel uneasy about your actions or the results. That will have the maximum impact for your learning.
3. Describe in the first paragraph what happened, what you did and what happened next.
Now reflect on the incident and write four more paragraphs, each with the starter phrases:
- It would have been better if....
- I could improve your approach by.....
- If I met this situation again I would......
- Reflecting on this incident will help to improve my practise in the future because........
(300 - 500 words)
