JEB Educational Consultancy Limited

1
Conquering Challenging Behaviour
Sports Colleges Conference
Training By Jason Bangbala 3rd February 2006
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Behaviour Management Techniques

• Catch Them Being Good
• E.g. A pupil is talking whilst you are trying to
  demonstrate the lay up shot. You ignore the pupil
  talking and praise the pupils who are silent
  i.e. Well done Andrew for being silent and
  looking at me while I demonstrate the lay up.
• Role Models
• E.g. (Teacher) Daniel do you notice how
  Christopher has taken off his boots before he
  came back into school Can you do the same, thank
  you?
• Mirror The Behaviour
• E.g. A pupil is shouting out Sir! Sir! Sir!
  etc. Teacher responds What, what, what
• Reinforce Expectations
• E.g. A pupil is kicking a ball whilst you are
  trying to demonstrate the double scissors at
  football. (Teacher) Susan...(pause)...whats our
  agreement (rule) about what we do with the ball
  while I am demonstrating a skill? (Pupil) We
  keep the ball still. (Teacher)Can you do that
  thenthank you.
• Reinforce Individual Responsibility
• E.g. When you collect the javelin before I say
  you can, then you will be stopped from doing it
  as you are putting yourself in danger. When you
  collect the javelin as the same time as the other
  pupils, when I say, then you will be allowed to
  continue the activity. You decide.
• Body Talk
• E.g. A pupil continues running when you have
  blown the whistle. Get into the pupils eye line,
  establish eye contact and illustrate non verbal
  gestures to stop. When they have done what you
  asked, thumbs up with a smile.
• Physical Presence

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Behaviour Management Techniques

• Diversion
• E.g. A pupil is about to throw a ball at another
  pupils head whilst they are not looking. Are
  you okay Steve?put the ball down., Somebody is
  getting annoyed and putting another pupil down.
  Is everything okay there? ,What did you think
  of?
• Assertive Instruction
• E.g. Jenny...(pause)... Bib on, thank you.
• I Statements
• E.g. A pupil is getting annoyed. I can see you
  are upset but when you have calmed down I will
  listen to what your problem is and see if I can
  help.
• Separate The Behaviour From the Person
• E.g. Mike I like you but I dont like you
  criticising your team mates when they make a
  mistake.
• Refocus
• E.g. You have asked the pupils to collect the
  equipment and put it away but two pupils are just
  stood talking. Natalie and Helen what should you
  be doing?. (Pupils) Putting the equipment
  away. Teacher would then reply Can you do that
  then, thank you.
• Maybebut
• E.g. (Pupil) Sir, I hate doing rugby,
  (Teacher) Maybe you do, but I would really like
  you to carry on playing and do your best, thank
  you
• Thank You For The Criticism

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Behaviour Management Techniques

• Agree With The Criticism
• E.g. (Pupil) Sir, its really hard doing this
  History of Sport essay., (Teacher) I agree
  with you, but lets get it finished and then we
  can do a practical, thank you.
• Search For The Grain Of Truth In The Criticism
• E.g. (Pupil) Sir, this theory lesson is boring.
  (Teacher) Why do you say that?
• (Pupil) Because all we ever do is listen to you
  or do a worksheet. (Teacher) I can understand
  what you are saying and I will try to make the
  lesson more interesting for next time.
• Smile Therapy
• E.g. (Pupil) I hate you Sir. Teacher responds
  by smiling calmly at the pupil.
• Reflect and Redirect
• E.g. (Teacher) Louise what are you doing?
  (Pupil) Nothing
• (Teacher) No, actually you are walking around
  the changing rooms talking to everyone. What
  should you be doing? (Pupil) Getting ready.
• (Teacher) Go and do it then thank you
• Provide Escape Routes
• E.g. (Teacher) Eric, if you choose to keep
  arguing with the decisions I make you will have
  to go to the sidelines for 5 minutes. If you
  choose to accept my decisions without arguing you
  can continue playing. You decide. The teacher
  then walks away. When the pupil conforms the
  teacher says, Good choice Eric.
• Humour

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Behaviour Management Techniques

• SubjFEEDBACK ON BEHAVIOUR MANAGEMENT COURSE
• (DAVID LLOYD CENTRE)
• Date13/09/2002 173359 GMT Standard Time
• Fromiannsurman_at_
• ToJebEducation_at_aol.com
• Sent from the Internet (Details)
•  
• Jason,
• I attended your positive behaviour management
  course at the David LLoyd Centre a few weeks ago
  and I'm just dropping you a quick note to say
  thanks for delivering the training with such
  passion and belief. It made me reflect upon my
  own practise, confirmed my strengths and
  explained my weaknesses.
• I started implementing the ideas straight away
  and already I am receiving compliments from
  support staff and permanent staff at the schools
  I visit in relation to the behaviour and work
  rate of the groups that I have taught - groups
  that previously other (supply) teachers had
  complained about.
• Today, a permanent teacher walked into my class
  and said, they are being very good, what have you
  done to them - is it fear? It was incredibly
  satisfying to be able to turn to him and say
  "No, I've just told them how fantastic they are!"
  
• Although it's early days and I have got a lot
  more schools to visit, I am just amazed at the
  results I am getting. Like you said, it's so
  simple to do but so bloody effective. What's
  more, I am saving my voice because I haven't
  had to raise it once.
• Anyway, feel free to use this as an endorsement
  of your consultancy if you want to, and thanks
  again..
• All the best
• Ian Surman

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• It is the schools which discourage teachers from
  passing problems onto someone else, preferring to
  face the issue, which have the fewest exclusions
  and discipline difficulties.
• Alison Brace TES 03.11.00

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Little Pointers

• Believe you can make a difference
• Be calm
• Plan for the behaviour before it happens
• Focus on the good pupils
• Praise good behaviour
• Reward good behaviour
• Focus on what the pupils should be doing
• Give pupils escape routes and choices
• Give pupils the responsibility for their own
  behaviour
• Be consistent take the action you promise
• Intervene quickly and calmly when inappropriate
  behaviour occurs do not let it escalate
• Avoid focussing on secondary behaviours
• Dont take inappropriate behaviour personally
• Be non confrontational
• Avoid shouting be assertive not aggressive
• Have a sense of humour
• Enjoy what you are doing
• Be positive

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Be Positive It Makes a Difference

• It Makes a Difference
• It is out of a positive attitude that positive
  actions take place and positive results are
  gained.
• Headteacher Burnage High School
• The More Challenging the Pupils, The More
  Positive We Have Got To Be
• Its like a man with two sons. One is clever,
  polite and successful, while the other is the
  criminal, a drug user and a bad man. He must love
  the bad ten times as much as the good son.
• Sam Hamman
• In Reality The Most Challenging Pupils Receive
  Least Praise
• A child needs encouragement like a plant needs
  sun and water. Unfortunately those who need
  encouragement most, get it the least because they
  behave in such a way that our reaction to them
  pushes them further into discouragement and
  rebellion.
• Rudolf Dreikurs
• You cant be good unless you love it.
• Happy Mondays