Behaviour Management: Some Ideas revisited

Transcription

1 Behaviur Management: Sme Ideas revisited

2 Tmrrw I will walk int yur classrm I must learn t read, write, calculate, and spell... But my greatest need is lve I wn t be easy t teach and I wn t be easy t lve. Please dn t give up n me. Yu can be ne star In my dark sky. Tmrrw When yu vertake me in a fault Dn t neglect t crrect But als dn t frget t lve Deal sternly with me while giving f yur cnfidence and cncern Cnstrain me thrugh lve and understanding Dn t allw me t die In my dreary paradise Of empty failure Pleading the sufficiency f hatred Discipline me Tmrrw Lead me frm the slavery f circumstances T the liberty f understanding and jy.. Have faith in my little lump f imprtant human flesh. Magnify my merit Encurage my cnfidence Restre my wnder and enthusiasm My curisity. Help me build a peaceful habitatin fr enquires. Teach Me. I am pr In success, peace, lve Bdy and mind. Rich In pverty, pain and failure Rejectin Bitterness and guilt. I can withstand the pain Only by dressing it in hatred. I have reasns fr living, Learning, Lving, But they lie buried in years f bitter circumstances Please verlk My attempts t defeat yur kindness And return lve Fr my indiscriminate anger. Lve me.

3 Behaviur Management at St Patrick s Cllege: a Bill Rgers style Fcus. Gals f discipline T develp students' self-discipline and self-cntrl. T enable students t be n-task with their learning. T enhance students' self-esteem. T encurage accuntability fr behaviur. T encurage the individual student t recgnise and respect the rights f thers. T affirm cperatin as well as respnsible independence in learning T prmte the values f hnesty, fairness, respect fr thers, etc. T enable ratinal cnflict reslutin

4 TYPES OF DISCIPLINE PREVENTATIVE DISCIPLINE Clear rules established with the class Clear expectatins abut wrk, tasks etc. Attractive envirnment Well planned rm rganizatin (seating, mvement capability, access t equipment etc.) Setting up f time-ut areas in the rm (age apprpriate) Adequate resurces Organizing curriculum t cater fr mixed abilities

5 CORRECTIVE DISCIPLINE What we say, hw we say it, when a student is disruptive r ff-task Tactical ignring f sme behaviurs Casual r direct questining Simple directins r warnings Defusing r re-directing ptential cnflict Reminding r restating classrm rules Giving simple chices Taking students aside frm the grup Using in-class time-ut

6 SUPPORTIVE DISCIPLINE Fllwing up disruptins later when the initial 'heat' has subsided Encuraging students wherever pssible Re-establishing wrking relatinships with a 'disciplined' student Develping cntracts with a student Develping and maintaining a climate f respect Building a psitive classrm 'tne Applying a team apprach t slving discipline prblems

7 SUMMARY The cncept and practice f discipline has suffered rundly frm an ver cncentratin n punishment. By cntrast, discipline is better seen in terms f what it is trying t achieve namely self-discipline, self-cntrl and respect fr thers' rights. Such 'discipline' requires a cnscius effrt by teachers t embrace a philsphy and practice f teaching and discipline that: Emphasises due rights, respnsibilities and rules Minimises hstility and embarrassment in teacher-student interactin Develps and maintains respectful treatment Develps a climate f chice Prvides due right f reply t the student Fllws up and fllws thrugh with disruptive students Includes as wide a supprt base as is necessary t imprve and enable a psitive wrking and scial envirnment fr student and teacher alike.

8 T Discipline is: T mtivate T lead T challenge Discipline is abut wnership bth by the Teacher and Student. Discipline is nt abut the exercising f the Teachers' pwer. Discipline shuld be as least intrusive as pssible t reach yur (the teacher's) shrt term gal Habituatin is imprtant in discipline Start with basic expectatins in the establishment phase f the term At this time start lessns with mini-establishment t habituate thse expectatins Outside inside dynamics cannt be ignred - crridr calming is necessary if the utside (free time /play time attitude) becmes the inside attitude. One f the best and least intrusive (LI) methds is ODOR r OBVIOUS DESCRIPTORS OF REALITY. Make a statement such as "Craig yu have gt a IPd n!" rather than "Craig get that IPd ff". Again this is a case f using a LI methd t btain yur shrt-term gal. Address the PRIMARY BEHAVIOUR yu wish t mdify and d nt respnd t the SECONDARY BEHAVIOURS. This is difficult at times but remember wh the Adult in the situatin is!

9 Sme teacher can be unnecessarily vigilant r OVERLY VIGILANT. Rgers believes that teacher vigilance can be divided int three categries: OVERLY VIGILANT, NON-VIGILANT AND RELAXED VIGILANT. Of these relaxed vigilant is the mst effective in that it achieves crrective management thrugh the use f tne and manner. It cnveys authrity but in a relaxed LI way. This apprach tends t be mre effective as it allws the primary issue t be addressed withut develping secndary issues/behaviurs and hence cnflict. When asking a student t cmply with yur instructins give them sme TAKE-UP TIME t cmply. This is like taking the sptlight ff the rabbit allwing them t cmply with that instructin. Take yur eyes ff the student during take-up time as this cnveys yur cnfident expectatin f cmpliance. Frcing eye cntact is nt wrthwhile in a discipline situatin as it distracts frm addressing the primary behaviur and the gal yu intended t address in the first place -(cultural implicatins as well)

10 It is OK fr teachers t get angry but it is what we get angry ver and hw we deal with the anger that cunts Get angry ver things that matter nt ver the mre trivial things like unifrm r hmewrk - sure crrect n these but dn't verreact. Make the anger psychlgically significant Make the message n yur anger brief, and wherever pssible private. Fcus n the behaviur r issue that angered yu nt n the persn. De-escalate quickly and repair and rebuild the relatinship between yu and the student at the earliest pssible time.

11 Preferred Practice Key Skills The aim f discipline is t develp selfaware, self-mnitring and selfcrrecting peple. This is best achieved by: 1. Using least intrusive methds 2. Using psitive language 3. Fcusing n the psitive behaviurs yu expect t see Least intrusive -relaxed vigilance 1. Thughtful questins 2. Incidental questins/behaviur questins ie WHAT questins rather WHY questins 3. Teacher taking wnership f his/her wn discipline and fllwing thrugh 4. Certainty f cnsequence rather than severity f cnsequence 5. Partial agreement 6. Simple chices 7. Directinal chices 8. Rule-reminders 9. Deferred cnsequences 10. Take-up time 11. Fcus n I statements 12. Right f reply fr student 13. Repair and rebuild

12 Links fr ther St Patrick s Cllege Behaviur management Dcuments. 1. Respnsible Negtiatin Prcess 2. St Patrick s Cllege Whle Schl Behaviur Supprt Prcess 3. St Patrick s Cllege Anti bullying Prcess