Career Professional Development:

Last Wednesday I went to a training session at the school I’m currently working in. At this session we studied “Effective Behaviour for Learning”.

We started by Drawing 3 islands on an A3 sheet of paper that was provided for us. In island 1 we wrote as many challenging behaviours that we predict a child could demonstrate in school. In simple terms all the traits of the worst student we could ever imagine.  (See Image A)

On island 2 we did the same but for what behaviour we would expect a student to demonstrate, and on Island 3 we wrote the attitudes and behaviour that we aspire for young people to demonstrate, so basically our dream student.

Around island 1 (the ‘naughty’ island) we wrote down all the interventions we would put in place to make sure this didn’t happen, things like warnings, detentions, exiting students etc. WE then discussed the interventions we would apply to ensue the students reached islands 2 and 3. Things like praise, encouragement etc.

We were then told that at all times we were to refer to the “Precision teaching Model” (See Image B) This model encourages us to follow the same procedure for all children ‘No exceptions!’ Beforehand I may not have agreed with these set boundaries, as not all children are the same. But with this precision teaching model in encourages all children to behave in an appropriate way. Boundaries are comforting and reassuring to students. Any exceptions can be dealt with after but the teaching model has to be implemented in the first instance.

We then looked at and discussed Kolb’s- Experimental Model (See Image C) the model is a visual way for us to see the ongoing effect we are having and we can constantly make improvements and changes. I looked at Kolb’s cycle in Module 1 and think it is a great way of making continuous improvements.

We then looked at Verbal language and the following was discussed to make us reflect on our own practise:

• ·      If you shout then why shouldn’t they?
• ·      Give examples of how they could behave.
• ·      Compliment when you can.
• ·      Relationship matters.
• ·      Ease tension through humour (for naturally funny teachers only!)
• ·      Appeal directly with a request.
• ·      Encourage young people to use more words.
• ·      Avoid questions they can’t answer.
• ·      Say ‘thank you’ when you can.

After this we moved on to Physical Language and we discussed the following:

• ·      Teenagers know what buttons to press
• ·      Give a child eye contact or you will irritate them
• ·      Stay and look calm with your poker face.
• ·      If you cant just listen then make listening noises ‘Uh huh”
• ·      Use a good even tone of voice.
• ·      Talk in a quiet, calm voice.
• ·      Use good open body posture.
• ·      If a pupil can smell your breath or feel spit you are too close!
• ·      Feedback what has been said.

Moving on from this where we discussed what might seem obvious but teachers often forget due to emotions, tiredness, frustration we discussed reasons behind children’s behaviour and that we shouldn’t take their behaviour personally.

• ·      Keep it about the issue not about who’s in charge.
• ·      If they sense ridicule it will cause conflict
• ·      Undesirable behaviour can be a sign of a deeper issue.
• ·      Children express sadness with anger
• ·      Do they need to solve a problem or have a lecture?

·      “You may have no impact on the child who cannot sustain attention long enough to complete a cohesive thought. But if nothing else you can be at least one adult in their life who shows they can be charge of themselves”

Taking all of this into account we discussed our practice thinking about right time, right place and right tone.

• ·      Was/Is that a good choice?
• ·      What would your Nan say if she heard you say that?
• ·      Are you in charge of yourself?
• ·      How did that make the student feel?
• ·      Who’s feeling good bout that right now?

I found the training session very helpful and have been reflecting on these strategies since.

I would agree that starting with a blanket rule is a good way to control, then taking into account personal circumstances make certain arrangements at your discretion.