Managing challenging behaviour

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• Managing challenging behaviour

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References
Galvin, P. (1999) Behaviour Discipline in
Schools 2 David Fulton Publishing Goleman, D.
(1995) Emotional Intelligence Bloomsbury Lambert,
D. (1996) Body Language Collins Gem Harper
Collins Rogers, B. (2000) Classroom Behaviour
Books Education Thody, A. Et al ( 2000) The
Teachers Survival Guide Continuum Vizard, D.
(2001) Behaviour Solutions In the Classroom
dave_at_behaviourmatters.com www.dfes.gov.uk
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Good behaviour and discipline in schools are
essential to successful teaching and
learning DFE (1994)
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teachers group management skills are probably
the single most important factor in achieving
good standards of classroom behaviourthose
skills can be taught and learned. Elton report
(1989p69)
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Causes for breakdown initiated by the tutor

• Lack of confidence
• Lack of subject expertise
• Lack of continuity in sessions
• Poor communication skills
• Lack of enthusiasm
• Poor planning
• Difficulty in handling challenging behaviour

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Causes for breakdown initiated by student

• Boredom
• Mismatch between students ability and tutor
  expectations
• Attention seeking
• Too much effort with no appropriate break
• Self-esteem (Egotistical/Bully)
• Attitude
• Personality/Interpersonal styles (aggressive)
• Talkative

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Establishment of Ground rules

• Get them in (greet, seat, start)
• Get them out (conclude, dismiss)
• Get on with it (content, manner)
• Get on with them (whos who, whats going on
• Smith Laslett (1993) Effective Classroom
  Management A Teachers Guide, Routledge

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Rule making

• Simple, clear, few
• Be collaborative
• Positive in tone reinforces good behaviour
• Be understood by all
• System applied consistently
• Reasons for rules clearly explained and justified
• Be aware of any possibilities of rules being
  circumvented
• Dont move the goalposts
• D. Vizard (2002)

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Positive Classroom Management D. Vizard

• Always expect the best from your students this
  shows you have faith in them that they can behave
  well
• Make your expectations clear Shows that you are
  purposeful and you know what will help them
• Reward and praise often Enhance strengthen
  self confidence
• Involve them in rule setting Promote ownership
  and collective responsibility
• Challenging behaviour is often triggered Be
  aware of danger signs and pre-empt

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• Behaviour is functional Look to the
  consequences of behaviour, what does it achieve?
• Behaviour happens in context Why is the student
  behaving in this way, in this context?
• Get to know their personal qualities, interests
  and strengths This will show them that you value
  them as individuals
• Avoid personalising issues-be hard on issues
  caring of students Enables students to be more
  responsible for their own behaviour
• Make lessons varied, engaging, social,
  challenging Prevent disruption via boredom

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• Explain the big picture at the beginning and
  chunk sessions This will link new knowledge to
  existing knowledge and motivate them towards new
  goals
• Behavioural difficulties are an issue between you
  and the student, not just them This conveys your
  commitment to them as learners
• The best way to change their behaviour is to
  change what you do Classroom management is a
  skill with techniques that can be learned
• Classroom behaviour is always a management issue
  Promoting ways to reduce behavioural problems
  before they happen is the best approach