Behaviour for Learning
(Primary)
Confidentiality
Participation
Contributing to group learning
Asking questions/clarifying issues
Taking responsibility for your own learning
Please check that your phone is off
for the duration of the workshop
Behaviour for Learning
Working together in the
workshops will involve…
‘As we know, we tend to cope with the big things in
life, but it is the little things that can overwhelm us
unexpectedly…the “little” stresses-those tiny almost
unrecognised events that can accumulate rapidly in a
teacher’s day’
(Claire Hayes, 2006)
Behaviour for Learning
The little things…
Positive Relationships
The Social Environment of the Classroom
The Learning Environment
Classroom Organisation
A Systematic Approach to Responding to Behaviour
Teacher Attitudes and Behaviours
Social and Emotional Teaching Strategies
The Behavioural, Emotional and Social Difficulties - A Continuum
of Support - Guidelines for Teachers (NEPS 2010)
Behaviour for Learning
Effective Classroom Management and
Organisation
• Toolkit: There is no one solution/fixed approach
• Assess what’s happening and select the most appropriate
skill or strategy to use
• Regularly use behaviour for learning skills and strategies
• Believe the strategy will work…verbal and body language
expectation
• K.I.S.S = Keep It Short and Simple
(Behaviour Management Pocketbook, Hook & Vass, 2011)
Behaviour for Learning
Behaviour for Learning
Why do children misbehave?
Behaviour for Learning
Consider….
If a child doesn’t know how to swim, we teach.
If a child doesn’t know how to multiply, we teach.
If a child doesn’t know how to drive, we teach.
If a child doesn’t know how to behave,
we…….?
Why can’t we finish the last sentence as automatically as we do
the others?”
John Herner (NASDE President ) Counterpoint 1998
Behaviour for Learning
“If a child doesn’t know how to read, we teach.
Reasons:
• Relationship with self
• Relationship with curriculum
• Relationship with others
(Behaviour for Learning, Elis & Tod, 2009)
Behaviour for Learning
Learning Behaviour: Looking at the
why rather than the what….
What are the first behaviour for learning steps you
might take if this child was in your class?
Behaviour for Learning
Activity: Case Studies
Behaviour for Learning
www.sess.ie
1. Big Toe First: Avoiding Confrontation
2. Timetables & Social Stories
3. AD/HD
4. Follow up/Repair and Rebuild/I-ESCAPE
5. Time Out (NEPS)
Behaviour for Learning
SESS Behaviour Resource Bank
Behaviour for Learning
Continuum of Support: NEPS
The Behavioural, Emotional and Social
Difficulties - A Continuum of Support Guidelines for Teachers (NEPS 2010)
Starting Point – Concern is expressed by parent/teacher/other professional
Teacher considers…can concerns be met through whole class teaching
approaches and class differentiation?
Yes
Continue with
differentiated
teaching
approaches
No
Classroom Support Process
Class teacher completes information gathering
and assessment (See Learning Environment
Checklist, Classroom Support Checklist)
Planning and Intervention
Classroom Support Plan is agreed with
parents and implemented by class teacher
Planning and Intervention
Decision is made to…
Initiate School Support Process
Redefine
Problem and
Review/Amend
Classroom
Support Plan
Continue at
Classroom
Support Level
Behaviour for Learning
Classroom Support Process
•
•
•
•
•
•
Interest Questionnaire/Concept mapping
Rules and routines
Positive Feedback
Motivation-choices, Special Recognition Board
Student of the Week, awards
Incentives
*Learning Environment Checklist : Pg. 66 & 67
The Behavioural, Emotional and Social Difficulties - A
Continuum of Support - Guidelines for Teachers (NEPS 2010)
Behaviour for Learning
Proactive strategies
• Tactical Ignoring - Pausing
• Take up time - 'Thank you'
• Incidental Language - 'Right now, we are all working on our stories'
• Behavioural Direction - 'I need you to face forward and listen, thank you'
• Rule Reminder - 'What is our rule for…?'
• Distraction - Give them a job to do
• Behavioural Sandwich - Positive, Behavioural Direction, Thank you
• Choices - direct or deferred
• Direct questions - What, When, Where, How
• Blocking and Partial Agreement - 'Maybe so, but I need you to…'
Behaviour for Learning
• Non-verbal cue
Step 1: Identify Problem Behaviours
Step 2: Record and Observe Behaviour
Step 3: Analyse Data Gathered
Step 4: Implement Intervention Strategy
Step 5: Evaluate the Intervention
www.sess.ie Advice Sheet 22
Behaviour for Learning
Individual Behaviour Support Plan
Step 2: Gathering information
• Behaviour Checklist Pg.83-86
• ABC Behaviour Record Pg. 104
• My Thoughts About School Checklist Pg. 97
• Other…?
Step 3: Analyse Data Gathered
• Patterns, Triggers
• Looking at the why
Behaviour for Learning
• Guidelines for Observations BESD Guidelines Pg. 87 & 88.
“Fairness isn’t giving everybody the same;
it’s giving what everybody needs”
(SESS Advice sheet No.2 on AD/HD)
• How will you teach the skills/behaviour you would like
the child to display?
• What reward/incentives might you use?
• What sanctions/consequences would be most
effective in managing inappropriate behaviour?
• How will you measure what you see
• How will you write the Intervention Strategy?
Behaviour for Learning
Step 4: Implement the
Intervention Strategy
• After one day/week/month…
• Communication…with pupil, parents, principal,
mentor
• Rewards/incentives
• Consistency
Behaviour for Learning
Step 5: Evaluate the Intervention
Behaviour for Learning
• What Proactive Strategies might be helpful?
• What Low Level Behaviour for Learning
Skills might be useful?
• How might you gather information?
• What/who else might be involved in the
Classroom Support Process?
Behaviour for Learning
Activity: Case Studies re-visited
•
School - Principal, Mentor, other staff
•
Parents
•
National Education Psychological Service (NEPS)
•
Special Education Support Service (SESS) - www.sess.ie
•
Professional Development Services for Teachers (PDST)
- www.pdst.ie
Behaviour for Learning
Support…



Support and Development of initiatives to address
whole school and classroom support structures e.g.
review of policy/practice, Incredible Years, staff inservice
Indirect support for individual pupils at Classroom
Support and School Support level through
consultation with class teachers and SEN teachers
Assessment, intervention planning and review
processes for children receiving support at School
Support Plus
Behaviour for Learning
Role of NEPS Psychologists
Behaviour for Learning
3 Recalls
Behaviour for
Learning
2 Insights
1 Question
24
Professional Support Groups
NIPT School Support Service
www.teacherinduction.ie
Contact the NIPT
info@teacherinduction.ie
Please ask your Facilitator or EC for the contact details
of the NIPT RDO assigned to your EC
To ask for support is a sign of strength…
Planning and Preparation
Additional Support