8 PRINCIPLES FOR
PROMOTING POSITIVE
BEHAVIOUR IN THE
CLASSROOM
SDPI SUMMER SCHOOL
JUNE 22ND 2010
MARY BLACK, NBSS
What is Disruptive Behaviour?
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“ a school’s intrinsic role is to provide
teaching and promote learning for it’s
student body. Consequently, any event
or incident that frustrates this process
can be characterised as disruptive
behaviour.”
School Matters 2006
The Nature of Disruption
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Non-stop talking
Coming late to class
Failure to bring materials
Challenging authority
Ignoring the teacher
Refusal to follow instruction
Inappropriate language
Making noise
Rummaging in bags
Taunting others
Slagging
Eating and chewing gum
Cyber bullying
What is the Impact?
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Behaviour leading teaching and choice of
methodology
Lack of connection to the central function
of learning
Reactive instead of proactive
Well behaved students are disengaging
Teacher stress and loss
Teacher isolation and deskilling
Student life choices and opportunities are
compromised
NBSS Support
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“Effective teachers influence and
manage the choices children make
about their behaviour” ( Hook and
Vass,2004)
What is a Positive Approach?
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An emphasis on positive statements
Teaching students the social skills
they need to be successful
Re-directing the students towards
desired behaviour
A reward system in place
“Where good behaviour is reinforced and acknowledged, it
is more likely that it will become internalised. Public
acknowledgement of positive student behaviour also helps
to promote a sense of community within a school.”
“School Matters: The report of the Task Force on Student Behaviour in
Second Level Schools” (2006) p.75
“Whatever incentives teachers use it is essential that our
characteristic teaching practice includes the principles of
supportive and descriptive feedback and encouragement to
our students regarding their effort, their goodwill, their
contribution, and their thoughtful and cooperative
behaviour; even if they are supposed to be doing that
anyway! Like us, students benefit from – and even look for
– acknowledgement and affirmation ”
“Class Room Behaviour” – Rogers, B.(2000)
Routines
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Consistency
Predictability – Students like to know the routine and
the consequences
“The outstanding teacher communicates high
expectations and then teaches procedures to facilitate
them.” (www.MarvinMarshall.com, 2002)
Routines and procedures around :
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Entry to class
Registration
Asking permission
Organisation of equipment
Change of activity
Signals for gaining attention
Exit
Planning for Positive Interventions
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8 Core Principles
The following principles are taken from the
work of Peter Hook and Andy Vass
8.Reconnect
and repair
relationship
7.Follow up
on issues
that count
6.Model the
behaviour
you want
1.Plan for
good
behaviour
8
Principles
Vass and Hook
04
5.Actively build
trust and
support
2.Separate
the behaviour
from student
3.Language
of choice
4.Focus on
primary
behaviour
8 Principles
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Plan for good behaviour
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Prevention strategies
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2.
Curriculum – organisation – inter personal
Separate the inappropriate
behaviour from the student
8 Principles
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3. Use the language of choice
4. Focus on primary behaviours
5. Actively build trust and support
8 Principles
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6. Model the behaviour that you wish to
see
7. Follow up on issues that count
8. Re-connect and repair the relationship
Battle Zone or Learning Zone
Tim
O’Brien
1998
Initiating Statements
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Initiating statements teach good
behaviour by naming what you want
from the student
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“Pauline, face forward and listen. Thank
you.”
“John, I want you to lower your voice
so we can talk. Thank you”
When things escalate…
Remember… You are in an escalating situation when
you are:
- Answering pointless questions
- Starting to argue
- Trying to persuade
- Justifying your requests
- Explaining things over and over
- Using an aggressive tone of voice
- Changing your requirements
- Making exceptions
- Completing the work for them
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Some useful strategies…
Flip the Script
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“David, let me see if I understand
what you are saying…
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Number one…
Two…
Three…
Is that right?
I cant do anything about that now
but…”
Alpha Commands
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Give specific instructions with no
more than 2 directions
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“David, I want you to face forward and
start question one.”
Give clear and direct instructions.
Allow take-up time
Broken Record Technique
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Keep repeating the same message
in a calm voice
Identify the goal and make a clear
statement.
Pepper the broken record technique
with empathy!
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“I know that you are frustrated but I
need you to calm down before we can
talk.”
“The most important motivator is the
teacher and his/her belief in the child”
Rogers, (2000)
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Thank You!