Positive Behaviour Management
Caroline Wheatley & Clive Jones
Inclusion Support Services
Purpose of session
• A focus on developing
understanding of issues relating to
the management of children’s
behaviour and helping you to
promote good behaviour in your
classroom.
Outline of session
Standard 1: Set high expectations which
inspire, motivate and challenge pupils
• Linking emotions to teaching and learning
Standard 7: Manage behaviour effectively to
ensure a good and safe learning environment
• Rules, Rewards and Consequences,
Routines, Language of choice, Use of
environment
Consider
What are your own
memories of school?
“They won’t remember WHAT you teach
them, or HOW you teach them; but they will
remember how you made them feel.”
Your best teacher
What did your best teacher do that
made you want to learn?
Activity one
Draw a house
The cyclical approach
Know what you want and why
Expect it, model it
Plan for it
Recognise, Reinforce, Communicate it
Know what you want and why
Expect it, model it
Plan for it
Recognise, Reinforce, Communicate it
Know what you want and why
Expect it, model it
Plan for it
Recognise, Reinforce, Communicate it
Know what you want and why
Expect it, model it
Plan for it
Recognise, Reinforce, Communicate it
The 4 goals of misbehaviour
Attention – shouting out, being last to the carpet,
wandering, leaving the classroom.
Power – refusal to comply, bullying
Revenge – theft, damage.
Display of inadequacy or escape by withdrawal –
not working, copying, ‘can’t do it’, no PE kit.
The 4 goals of misbehaviour
So if we feel…
Irritation, annoyance
Anger, “How dare you
challenge me?”
Hurt, disgust, “How could
anyone do that?”
… the behaviour is
likely to be
Attention seeking
Power seeking
Revenge seeking
Frustration, hopelessness, Displaying inadequacy or
impatience
escape by withdrawal
Emotional support
Children need to feel:
• Safe
• Welcome
• Valued
• Supported
• Motivated
How will teaching and learning in your
classroom enable this to happen?
Creating an inclusive learning
environment
The establishment of an inclusive learning
environment needs careful planning,
monitoring and evaluation of the following:
• Systems
• Routines
• Relationships
• Resources
Setting the scene
Before a lesson consider the following:
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Are resources available and easily accessible?
Are support staff briefed?
Are visual cues available to support oral or written
instructions?
Are materials and tasks differentiated to meet the
range of ability?
Are language needs addressed?
Are instructions clear and repeated in small chunks
as necessary?
A teacher must:
Set high expectations which inspire, motivate and
challenge pupils
• Establish a safe and stimulating environment for
pupils, rooted in mutual respect.
• Set goals that stretch and challenge pupils of all
backgrounds, abilities and dispositions.
• Demonstrate consistently the positive attitudes,
values and behaviour which are expected of
pupils.
A teacher must:
Manage behaviour effectively to ensure a good and safe learning environment
 Have clear rules and routines for behaviour in classrooms,
and take responsibility for promoting good and courteous
behaviour both in classrooms and around the school, in
accordance with the school’s behaviour policy
 Have high expectations of behaviour, and establish a
framework for discipline with a range of strategies, using
praise, sanctions and rewards consistently and fairly
 Manage classes effectively, using approaches which are
appropriate to pupils’ needs in order to involve and motivate
them
 Maintain good relationships with pupils, exercise appropriate
authority, and act decisively when necessary.
So what?
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Have you looked at your school’s Behaviour Policy?
Are there common systems in school to manage
behaviour?
Are there school rules?
– Could you write them down?
– Are they displayed? Is it just wallpaper?
– Do you teach them and reinforce them?
– Do you refer to them?
Rules
We all need rules
Some children come
from households
without them
Classroom Rules
Rules should be:
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Few in number and positively phrased
Discussed with pupils
General enough to cover all classroom situations
Clearly displayed and frequently referred to
Linked to the school’s behaviour policy
Teachable and enforceable
Reviewed regularly
Positive Behaviour Management
• What does Positive Behaviour Management look
like to you?
• How would you evidence positive behaviour
management in your classroom/setting?
Positive Behaviour Management
Classroom / group rules (involving pupils)
Established routines
Using praise and rewards
Keeping on task (different strategies)
Behaviour reminders
Timing
Consequences (ladders etc)
Building relationships (self esteem / team building)
Staff confidence in the system (expectation of
compliance)
Working in partnership –
Outside Agency Support
Inclusion Support Services Outreach Team
Learning Support Service
Autism Communication Team
Educational Psychology Service
Youth Service
Educational Welfare Officers
School Nurse
‘Get Real’ Team
Hearing Impaired Service
Visually Impaired Service
CAMHS
Others…
Other sources of information
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Hand outs
Teachers TV - Sue Cowley Teaching Routines Y3
(see You Tube or TES website)
DFE website
Peter Hook
Andy Vass, e.g. 7 common mistakes
Bill Rogers
Paul Dix