Matt Groening 1987

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Matt Groening (1987)
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What would you put into Room 10 1?
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Damned if we do damned if we dont
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Do you label students as problems or see them as
young people with problems?
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The trouble I am causing you is nothing to the
trouble I am feeling inside.
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When I was thirteen, my teachers were so
ignorant I could hardly stand to be at
school But when I got to be sixteen I was
astonished at how much they had learned in three
years
Adapted from Mark Twain
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CAUSES OF EMOTIONAL BEHAVIOURAL DIFFICULTIES IN
STUDENTS
Internal

• 1 MEDICAL CONDITIONS
• Brain Damage
• Aspergers Syndrome
• Hyperactivity
• Other Health Problems/Conditions
•  

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• Short-term memory increases by 30 in adolescence
• Teens are ruled far more by their emotions than
  by Logic
• Teen brain is susceptible to novelty
• Physical movement helps the cerebellum develop,
  thereby helping teens to improve their cognitive
  processing skills
• Teens crave structure and organisation
• Teens are very susceptible to the dopamine rushes
  that come with taking risks
• In late teens the neurons grow bushier and make
  new connections to neurons. This thickening of
  grey matter peaks at 11 in girls and 12½ in boys.
  Serious pruning then takes place and grey matter
  is thinned at the rate of 0.7 per annum until
  the early 20s.
• During adolescence you have fewer but faster
  connections in the brain. It becomes a more
  efficient machine but loses some of its potential
  for learning and its ability to recover from
  trauma

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• The brain regions that reach maturity earliest
  are those at the back of the brain that mediate
  contact with the environment (vision, touch etc)
• The very last part of the brain to be shaped to
  its adult dimensions is the PREFONTAL CORTEX
  which is associated with
• Planning
• Setting Priorities
• Organising Thoughts
• Suppressing Impulses
• Weighing the Consequences of Ones Actions

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• 2 PHYSIOLOGICAL CONDITIONS
• Brain Spurt
• Hormonal Ping Pong
• Erratic differentiated biological change in
  adolescence like flying through turbulence
  without a safety belt
• Effect Of Diet Fuel For Thought- Food and
  Drink -Positive effects of Omega Fatty Acids on
  students given them for 3 months.After only 3 to
  4 weeks behaviour modification occurs
• 3 PSYCHOLOGICAL CONDITIONS
•   Emotional Quotients
• - Low Self Esteem Give Emotional small
  change throughout the day to build them up
• - Inappropriate Problem Solving Style
• - Through Feelings Of Inadequacy
• - Depression 
• 4 LEVELS OF INTELLIGENCE
•   Intelligence Quotients
• Reading Ages
• Perceived Lack Of Ability
• - Factory Farming
• - To Avoid Work
• - Kudos by failing Im successful by
  failing. Very good at being bad.

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International studies in Juvenile Offenders
Institutions showed that changes to young
peoples diets could reduce anti-social behaviour
by 61. In one institution offenders consumption
of sugar, chocolate, biscuits, soft drinks and
other foods which are believed to trigger bad
behaviour was reduced and inmates were given zinc
and iron supplements. Within 10 weeks there was a
sharp reduction in anti-social incidents among
those taking part.
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CAUSES OF EMOTIONAL BEHAVIOURAL DIFFICULTIES IN
STUDENTS
EXTERNAL SOCIOLOGICAL

• 1 SOCIO-ECONOMIC GROUP
• Poverty Poor housing / Facilities
• Social Class Rich Kids acting out to get the
  attention of both parents
• Ethnic Group
• Gender
• 2 HOME BACKGROUND
• Parents looking for someone to save
  their child
• Emotional Upset
• - Physical / Emotional / Sexual Abuse
• - Promiscuous Activity leading to self harm
• - Bullying
• - Divorce - weekend kids
• Lack of Appropriate Parenting
• Students not used to firm boundaries from adults
• Serial Relationships
• Aggressive Role Models at home
• Adults try to play out and live their childrens
  lives

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• 3 ACCIDENT /CIRCUMSTANCE
• Death of parent / sibling / relative /
  significant other
• Parental Separation
• Illness / Disability 
• Post_Traumatic Stress Disorder Asylum Seekers /
  Refugees
• Looked after students
• High Mobility
• 4 OTHER / MISCELLANEOUS
• Pressures of Youth Culture
• Racial / Homophobic Harassment
• Attention Seeking Behaviour / To Gain Peer
  Approval
• To Gain Status
• To Take Control
• Stimulation /To Find Excitement
• Unmet Needs
• Alcohol Abuse
• Students entwined in drugs and crime
• Teenage angst is not easily untangled. Only time
  will do the job

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Survey By The South West Learning Skills Council

• 40 of teenagers are Realism Deficient
• Life will present them with a lucky break sit
  tight wait for their moment
• Pop Idol Syndrome-unrealistic vision of
  future-will be picked at random ,be shown on tv
  become a star
• 20 of teenagers are Permission Deficient
• They know that success requires hard work but
  dont think they have what it takes
• 10 of teenagers are perceived as Luck
  Deficient
• Success requires a lucky break but they wont
  get one because everyone is against them
• 30 of teenagers are Realistic With Permission
• They are convinced that you can do it if you
  work at it-they value education
• Most teenagers see no link between success, hard
  work education
• Many teenagers find the Secondary curriculum
  inappropriate relevant .They attend classes
  after 13 but they are not there mentally.
• They have been seduced by qualification
  structures rather than the content inside them.

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• Dreikurs (1948) suggested that a misbehaving
  student has lost their belief that they can find
  belonging and recognition and believes that they
  will find acceptance through provocative
  behaviour by pursuing the mistaken goals of
  behaviour. He stated that there were four
  mistaken goals.
• To gain undue attention
• To seek power
• To seek revenge or to get even
• To display inadequacy
•  
• In misbehaviour students pursue one or more of
  the four goals, often without being aware that
  they are doing it.
•  

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How Children Express Their Anger (Anger Styles)
Acting In Attacking themselves

• Emotional difficulties which can result in
  unresponsive or even self-damaging behaviour
• Anxious / Depressed / Withdrawn / Passive /
  Unmotivated / Apparent irrational refusal to
  respond and co-operate

Stuffer

• Hold in anger / or deny that they are angry
• Avoid confrontations at all costs
• Depression / illnesses

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Withdrawers

• Express anger by withdrawing from others
• They are protecting themselves from the cause of
  anger whilst punishing those who caused it

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Acting Out Attacking others

• Aggressive
• Threatening
• Disruptive / Demanding Attention
• Preventing others from learning

Blamers

• Children who tease, name call are those who blame
  others for their angry feelings
• They have little belief in being able to make
  things better for themselves

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Exploders

• Express their anger through direct and immediate
  confrontation
• Have short fuses and are physically or verbally
  aggressive towards peers and adults

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Thinking It Out
Problem Solvers

• Have the qualities of patience and perseverance
  in managing their anger
• They are open and accepting of other peoples
  feelings and explore ways in themselves to better
  manage their anger

• Children seem to get stuck with one or two ways
  of managing their anger.
• The more we can understand their way of coping
  the better we will be able to help them.
• Core principle of anger management is a
  compilation of stress reduction techniques for
  channelling ones angry feelings into socially
  acceptable directions
• Relaxation techniques
• Specific interventions

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Adolescents

• Aggressive displays play acting
• Egos insecure start as fun, can quickly offend
• A form of street culture is norm reference for so
  many social interactions with its brash
  aggressive posturing
• Boys limitations to the emotions they are allowed
  to show makes aggressive behaviour all the more
  likely

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Boys Conflict
Boys may be lacking in conflict resolution
skills, verbal articulation or general social
skills Anger Taming Courses Talk Sense to
Yourself Courses Boys respond to people who
listen to them Boys tend to move physically
and loudly in corridors - disrupt when not
engaged
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Classroom events can be simultaneous, and with a
difficult class, this can be seen as
overwhelming. There is a manic fairground game
whereby crocodiles pop their heads up at
unpredictable locations and time intervals the
object of the game is to smack the heads down
with a mallet as fast as possible before the next
one pops up. Teaching any class with a large
disruptive element feels much like this game
minus the mallets! Kay Mathieson and Meg
Price 2002  
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Students challenging behaviour can manifest
itself into 3 main categories of behaviour 1
Disruptive - Wandering around and interfering
with other students. - Taking other students
materials - Flicking paper pellets - Throwing
objects around the room - Feigned ignorance over
task - Forgetting equipment - Talking over
teacher talk - High pitched / loud comments /
laughter - Play fighting - Making unnecessary
noise with chairs / pencils / rulers - Late
arrival - Fiddling with mobile phones - Work
avoidance / calculated idleness  
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2 Defiance - Blanking / totally ignoring
teacher - Dumb insolence not responding -
Refusal to do something - Swearing -
Argumentative behaviour - Put downs, criticism,
negative comments towards teacher  
3 Aggressive - Verbal abuse towards
students and teacher offensive,
insulting, insolent and threatening - Physical
aggression towards other students or teacher -
Physical destructiveness - Foul and abusive
language to teacher - Pushing past / bumping
into a member of staff - Leaving the room
without permission - Threat of violence / veiled
threat.
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CATEGORIES OF HIGH NEEDS STUDENTS

• 1 AGGRESSIVE STUDENTS can be divided into 3
  sub categories
• HOSTILE
• - Poor anger control
• - Low capacity for empathy
• - An inability to see the consequences of their
  actions
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• OPPOSITIONAL
• - Exhibit mild forms of behaviour problems.
• - They consistently resist following the rules,
  argue with adults, use harsh language and
  tend to annoy others.
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• COVERT
• - Quite pleasant at times, but they are often
  nearby when trouble starts and they never
  quite do what authority figures ask of them.
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•  

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• 2 ATTENTION PROBLEMS
• HYPERACTIVE AND INATTENTIVE CATEGORIES
• - Contracts to manage behaviours, improve
  concentration, study and thinking skills,
  help them to divide tasks, reward their
  successes.
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• 3 PERFECTIONISTS
• Driven to succeed at unattainable levels. They
  are self-critical have low self- esteem and feel
  inferior.
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• 4 SOCIALLY INEPT
• Have difficulty in making and keeping friends.
  Stand close / touch / talk too much
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• 5 PASSIVE STUDENTS
• Fear relationships
• Fear failure
• Based on a grid produced by Robert J Marzano and
  Jana S Marzano Sept 2003
•  
•  

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• Lynne Howe of South Tyneside Excellence in Cities
  Programme has produced a list of student
  sub-groups following a study or 4000 14-17 year
  olds. She found that Peer Pressure stops many
  students from doing well in study and taking part
  in lessons. Groups she identified were
• Charvers - Who wear fake designer and sports
  gear. Many are from poorer backgrounds. They
  deliberately fail exams to remain cool. Their
  social standing outside school is more important
  than qualifications. Students who do well in
  school, produce homework and answer questions in
  class are likely to receive threats and to have
  damage done to their property.
• Radgys - This group underachieve and are more
  aggressive than Charvers.
• Divvies - Impressionable hangers on to the
  Charvers
• Goths - Wear dark clothes but work hard
• Freaks - Who work hard and are considered normal
  by teachers.
•  
• Nearly a third of the 15 year olds surveyed said
  they had been picked on for doing well in
  schools. Some of the above groups can have a very
  negative effect on what happens in classrooms. It
  is important to identify the gang leaders and in
  particular in the Charvers and Radgy groups.
•  

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It was once thought that boys were the key
students to target in such schemes. However,
alpha females and girls displaying ladette
behaviour are the ones we also need to target.
Lancaster University, in a survey of 1000
students in the North of England found that there
has been an increase in ladette behaviour with a
growing number of teenage girls being rowdy,
swearing and fighting. Girls are becoming loud
and more assertive and disruptive in lessons.  
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Multi-faceted problems require multi-faceted
solutions
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Hes one of yours No, hes one of ours.
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ACTION RESEARCH MODEL Problem Focussed
DEFINE PROBLEM Describe the behaviour.
OBSERVE PROBLEM Data collection. Where? When?
With whom? How often? For how long?
EXPLAIN PROBLEM A functional analysis. Why is
the student engaging in this behaviour, in this
setting, at this time?
REVIEW
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APPRECIATIVE INQUIRY Solution Focussed
DEFINE SOLUTION Describe the behaviour.
OBSERVE SOLUTION Data collection.Where? When?
With whom? How often?For how long?
INTERVIEW Themes and patterns - pupil explores
findings.
PLAUSIBLE HYPOTHESIS A proposition that explains
why the positive behaviour occurs.
INNOVATION AND ACTION What can help the positive
behaviour occur more often?
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Types of Poor Behaviour and Strategies to Use
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CLASSROOM MANAGEMENT
BUILDING A POSITIVE CLIMATE AND STRATEGIES FOR
EFFECTIVE INTERVENTION
STAFF
ETHOS - Good Teacher/Student Relationships Teach
ers showing that they like young
people   Building mutual respect positive
relationships Real emphasis on respect   Building
a sense of responsibility within the classroom
environment Students are encouraged to develop
self-discipline   There are many rewards, which
include verbal non-verbal personalised praise.
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Our faces are the mirror to our minds. We
deliver powerful messages by the expressions that
are on them
Sue Roffey
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The initial impact you make during the first 30
seconds that you meet your group for the first
time is critical. Think Clint Eastwood In the
Dollar movies. Concentrate on Body
Language Posture Positioning Eye Contact Tone
of voice and level of command in
voice Lighthousing / scanning of
class Patrolling whole territory
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• Mutually agree and teach routines, rules and
  positive behaviour during the Establishment
  Phase
• LEARNING RITUALS
• Entry /Exit Procedures
• Take-Up Time and Activities for group to do
  whilst they settle
• Use of Cues
• Countdown 5finish sentence you are writing
• 4.turn look
  to the board
• 3.Excellent John a
  sticker for being first
• 2. Pens down
• 1look this way
• zero .thank you
• Quiet Rule-One person to speak at any one time
• Establish non-verbal cues
• Agree protocols for different types of work
• Agree how transitions will occur
• Investing a large amount of time in this
  initially will mean effective rules,
• routines and protocols will be established
  ,thus saving time later in the year
• Reinforce Rules and Routines later in term as
  there may have been some slippage 

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Skills in Conflict Management Are Well
Developed - Language of Correction -
Importance of Non-Verbal Communication -
Ignoring Secondary Behaviour - Description of
Reality - Broken Record Technique -
Silence - Logical Consequences - Wrong
Footing Techniques Stress Management Multi-
Agency Support   Use of Data to Identify Triggers
and developed a Solution-Focussed
approach.   Development of Skills to Manage
Difficult Groups - Roles Within Groups -
Alpha Males Females  
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Consequences
Immediate
Deferred

• Moving seat
• Cool off time
• Timeout away from classroom
• Impositions
• Signed by parent
• 5/6 tasks ,not lines
• or repetitive tasks
• Parking

• Chat after class
• Complete work in own time
• Tidying up
• Detention

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Consequences need to be Logical relatedness of
the behaviour to the outcome.
Certainty rather than severity
Teach students that they own their behaviour Help
em to make better behavioural choices
Reconciliation and restitution rather than revenge
Cool-off time may be needed
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Description of Reality

• Describe their behaviour.
• You arrived late talking to friends.
• How are you normally expected to arrive?
• Use imperatives-What/Why/Where/When.
• Keeping it to behaviour/rule violation do not
  make it personal.
• Give student right of reply for all but most
  serious misdemeanours.
• Important to tune into how student is feeling
  BEFORE choosing from your repertoire
• Partial Agreement -
• Yes, I understand but
• Dont over excite the child

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When Facing Poor Behaviour.
1. Think - Why is this being done? What is
the payoff? Is it Compensatory Behaviour to
get attention? Refer to our Top 12
Reasons. 2. CALM YOURSELF BEFORE RESPONDING.
Avoid unnecessary conflict.   3. Dont rush
dialogue. Address the behaviour in a calm
voice.   4. Use open body language and dont
crowd the personal space of a student. 5. Avoid
arguing, keep the focus on the Primary Behaviour.
Give a description of reality.   6. Assume a
pleasant tone.   7. Relate discussions to Rights
and Responsibilities.
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8. Offer choice to students-do not back them into
a corner. Sometimes partially agreeing with them
can be useful.   9. If necessary give them time
to cool of/reflect/think 10.When issuing a
consequence remember it needs to A Be
related B Have reasonableness certainty not
severity. C Keep respect intact. D Repair
and rebuild Try to separate amicably.
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Language of Correction
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7 message words 38 vocal tone 55
non-verbal - important part of behaviour
management. Teachers should avoid large amount
of non-verbal leakage as it reduces effectiveness
of the corrective feedback.
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4 Cs of Non-Verbal Communication Clusters
Congruence Context Culture
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Eye Contact

• When greeting students at classroom door on
  arrival engage in firm eye contact
• When dealing with students avoid staring into
  distance or looking at the ground. This avoidance
  is a submissive gesture.
• When involved in a disciplinary interaction with
  a student get into their line of sight and
  establish eye contact with a stare.
•  

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- Using Eye Contact can engage attention, show
interest and also indicate intent. - Staring
can cause problems-it can create a perception of
hostility or threat. - Following eye contact
make a brief direction. Avoid unnecessary
extended eye contact. Allow student take-up
time. - Do not give passive / frightened messages
in your body language. e.g. Staring at floor.
Look directly at students.
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Positioning
- When talking to the whole group stand in a
position where you can scan or lighthouse the
whole group. - Stand in your power position
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Patrolling
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• Patrol the whole of your classroom frequently.
  Avoid having no go areas.
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• When group is settling patrol around the
  perimeter of the room - this will keep the
  maximum number of students in your gaze.
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• Standing at the back of the room is a
  psychologically controlling position.
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• Standing behind a student who is misbehaving and
  saying nothing can be an effective strategy.
•  
• Moving slightly into the students Personal Space
  Bubble can be a controlling move (about 46cm is
  normal space bubble)
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• Posture is important. Stand upright and avoid
  stooping, or standing with your head downward as
  these are signs of a lack of confidence.
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• In conflict situations do not stand face to face
  with a student. Standing at right angles to the
  person is best.
•  
•  

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Proximity

• Open Body Language
• Dont crowd personal space. When dealing with a
  student consider proximity. 18 cm is the
  normal space bubble around individuals.
• When angry an individual will need a bigger
  space.
• Try not to tower over a student in an
  intimidatory manner - crouch / sit at same
  level or slightly lower.
• On some occasions there is a need to stand above
  a student
• e.g. Students are passing a note around
• Stand next to the student with note who
  is not working
• Student is likely to put the note away as
  they would not want you to
• see it
• Once away remind them to keep it away or
  it will be confiscated.

Level
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Facial Expressions

• Narrowing your eyes as though you are looking
  through the visor in a helmet can be a signal of
  control of dominance.
• Lowering of the eyebrows gives the impression of
  dominance.
• Setting mouths in a resolute position and
  avoidance of smiling can be very controlling.
• Jaw thrusts - where we push bottom teeth beyond
  the top set is a gesture of control or defiance.

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Barrier Positions

• Barrier gestures such as arms folded across the
  chest must be avoided. These positions show
  defensiveness and nervousness.
•  
• Try to avoid any ticks or tells that show a lack
  of confidence or that we are not meaning what we
  are saying. Try to avoid increased blinking,
  rubbing of neck / eyes / nose, variation in vocal
  tone, movement of feet / legs and excessive
  throat clearing.
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• Try to appear relaxed when faced with difficult
  students. This can be achieved by using open palm
  gestures, an openness of arm position,
  asymmetrical positioning of limbs, a sideways
  lean and tilt of the head.

Relaxed Position
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Rapport Building

• When dealing with angry students we need to
  develop a rapport with them.
• Listen to how they speak.
• When angry they will use words relating to
  the sensory preference (Visual, Auditory or
  Kinaesthetic). I cant SEE the point - Visual.
  Mirror the language of their sensory preference
  back to them. The student will calm down quickly
  if this strategy is used.
•  
• Mirror their body language.
•  
• Listen to speech patterns and try to adopt their
  rate of speech and use similar intonations and
  rhythms.
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Non-Verbal Cueing

• Teacher provides a cue that carries a clear /
  unspoken message / reminder / direction.
• PE / Drama teachers are particularly effective
  at this -
• in their voice sapping teaching environment.

• Develop a repertoire of non-verbal cues that you
  can use with challenging students.

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• Privately understood signals
• 5 examples are
• Student enters room wearing baseball cap /
  outside coat
• Get into students eyeline
• Establish eye contact
• Non-verbally indicate that you want them to
  remove cap/coat
• When complies gesture with thumbs up and a smile

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Liars

• It is important to be able to detect when a
  student is lying.
• Listed below are some of the signs that a person
  is telling a lie.
• Increased blinking
• Liars do try to look you in the eye.
• They need to monitor how their story is coming
  across.
• Do they need to modify their strategy?
• Therefore they look closely at their
  interrogator.
• Too much forced eye contact leads to eyeballs
  drying out and therefore the increased blinking
  and a need to rub them.

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• Rubbing of nose
• Increased blood flow around the eyes when lying
  leads to increased blood pressure.
• The nose grows imperceptibly and a hormone is
  secreted which stimulates the hairs in your
  nostril and causes the nose to itch.

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• Scratching hairs on neck
• Same reason as above due to increased blood flow.

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Eye Movement
Lie Truth Right handed people Look to
left Look to right Left handed people Look to
right Look to left

• Right or left eye movement following the telling
  of a lie when right handed people are recalling
  an event they engage their left brain and look to
  the right.
• When inventing a story they engage their right
  brain and look to their left
• Smiling -Slow and crooked - insincere smile
• This occurs because people are trying to show an
  emotion they dont feel.

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• Hands / fingers over mouth
• The source of the lie the mouth is covered.
• The younger you are the more obvious you make it.
• They take longer to answer questions
• Pause more and are not as fluent in the flow of
  their answers
• They tend to make fewer gestures
• To ensure they dont leak body language clues
  that they are lying

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The interviewer swapping from a topic where it is
known that the interviewee is telling the truth
to one where they are lying can be a giveaway
The average adult will lie 3 times a day!
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Non-verbal behaviour
Interpretation
Brisk, erect walk Standing with hands on
hips Sitting with legs crossed, foot kicking
slightly Arms crossed on chest Walking with
hands in pockets, shoulders hunched Hand to
cheek Touching, slightly rubbing nose Rubbing
the eye
Confidence Readiness, aggression Boredom Defen
siveness Dejection Evaluation,
thinking Rejection, doubt, lying Doubt,
disbelief
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Non-verbal behaviour
Interpretation
Hands clasped behind back Locked ankles Head
resting in hand, eyes downcast Rubbing
hands Sitting with hands clasped, behind head,
legs crossed Open palm Pinching bridge of nose,
eyes closed Tapping or drumming
fingers Steepling fingers
Anger, Frustration, apprehension Apprehension Bo
redom Anticipation Confidence,
superiority Sincerity, openness,
innocence Non-aggressive pose Negative
evaluation Impatience Authoritative
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Non-verbal behaviour
Interpretation
Patting / fondling hair Tilted head Stroking
chin Looking down, face turned away Biting
nails Pulling or tugging at ear
Lack of self-confidence insecurity Interest Try
ing to make a decision Disbelief Insecurity,
nervousness Indecision
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Non-verbal behaviour
Interpretation
Palm down Confidence,
assertiveness dominance Clearing throat
Sign of doubt,disagreement.Excessive
use can be
a sign of deception or
desire Gaze down
Defeated attitude,guilt or shame Gaze off
Dislike or
disagreement Adams Apple Jumping
Unconscious sign of anxiety
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• Be assertive rather than aggressive. Practise
  making your voice sound more commanding and
  strong.
•  
• Try to keep a confident tone.
•  
• Make your point by raising or lowering your
  voice.
•  
• Try to speak in a calming tone. Calm words, calm
  children.
•  
• A relaxed upright posture is essential to present
  your voice in its best condition.
•  
• Make your message clear - dont try to make too
  many points at once as this can weaken our
  message.
•  
• Speak clearly - dont slur your words of lose
  word endings.
• Articulate sounds that will make you more
  decisive and authoritative.
•  
• Try to vary your volume to match the
  circumstance.

Vocal Tone, Pitch Pace
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Silence

•  
• When you are about to be involved in a
  disciplinary interaction with students, wait for
  silence.
•  
• When giving a command or becoming involved in a
  disciplinary interaction with students use
  tactical pausing. Engage eye contact - use
  students name - then pause for 5 seconds - then
  make your statement.
•  

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VERBAL SCRIPTS
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• Before responding to poor behaviour..
• Calm yourself
• Assume a pleasant tone
• Dont rush your dialogue
• Address the behaviour in a calm voice
• Different ways to approach challenging situations

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Making a choice and consequence
Stop that or else theres going to be real
trouble Threateningly
If you choose to break our rules then you
understand the consequences you are bringing on
yourself.
Rationale for verbal intervention
Right, youre messing about, come and sit
here Irritably
David, I want you to sit here so that you can
ensure you finish what looks a good piece of work.
Using and we rather than you but
Youre always in trouble but thats your own
fault Unhelpfully
You are feeling as if youre always in trouble
and I think we can do something to help.
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Incidental Language
Pick up that litter, whether you dropped it or
not. Its not negotiable Aggressively
There is some litter on the floor and the bell
is going soon. Take-up time
Prefacing
Use a positive issue before engaging in
discipline sets. Set discipline in a relational
focus - use positive interaction before engaging
in discipline statement.
Clear up that mess on your table or therell be
trouble Negative assertion
Thats a really nice piece of art work. Well
done. By the way could you clean up the paint and
mess on the table.
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Fix-It

• When discussing their behaviour.
• Focus on how to fix the problem rather than
  assign blame
• Solutions are agreed rather than imposed on them
• Relate discussions to Rights and Responsibilities

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Behavioural Directions

• Focus on required behaviour.
• Keep direction brief - avoid long and ambiguous
  reprimands. This can
• reduce effect of your message.
• Finish with thanks / now.

Direct Questions Re-direction
Highlight the students responsibility for their
own behaviour. A student is talking to another
student and has stopped working Ask - What are
you doing? Ask - What should you be doing? Say -
Start working then. When they comply say Thank
you
81
Direct Choices

• A choice given within the rules / routines. This
  stops student being backed
• into corner. Big Brother Theory You decide
• e.g. Chewing Gum Bin to student.
• Gum into bin means you keep your break.
• Keep gum means no break.
• You decide.
• When they conform say Good choice.

Deferred Consequences
If student continues to misbehave then
consequence is given.
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Blocking

• Teacher blocks out students argument / avoidance
  by repeating
• instruction.
• Use of broken record technique.
• Teacher may partially agree with student then
  refocus on rule.

Assertive Comment / Direction / Command
Firm, non-aggressive eye contact. Clear, calm
voice. Directed, focussed language.
83
Command

Assertive

comment /

direction

Blocking

Deferred

Increasing
Consequences

Level of
assertion /
Directed choices

command

Direct questions

Distracing /

Diversion

Use of humour

Tactical pausing
Take
-
up time

Prefacing

Incidental

-
Making a choice

Language

-
Rationale

-
Using and we

rather than you

but

Increase in level of student challenges /
misbehaviour

84
Tactical Ignoring

• A conscious decision not to attend to some
  secondary behaviours.
• Some teachers over-service the secondary
  behaviour.
• Students use this to divert a teachers
  attention from the primary issue. Smokescreen
• Your aim should be to return to the primary
  issue that you wish to address.
• Refer directly to the behaviour. Avoid arguing,
  keep the focus on the Primary Behaviour. Use the
  Broken Record Technique

85

• Some secondary behaviours are habit forming and
  students are unaware that they are doing it.
• Types of secondary behaviour

Kevin and Perry Syndrome Pouting / Sulking / Tut
Tutting / Huffing / Procrastinating /
Argumentative / Stance / Tone of Voice / Upward
eye movement.
e.g. Student shouts out an answer. Ignore
them Praise students who have put up their
hands Well done Shane ,for putting up your
hand and not shouting out
86
Description of Reality

• Describe their behaviour.
• You arrived late talking to friends
• How are you normally expected to arrive?
• Use imperatives-What/Why/Where/When?
• Keeping it to behaviour/rule violation, do not
  make it personal
• Give student right of reply for all but most
  serious misdemeanours
• Important to tune in to how student is feeling
  BEFORE choosing from your repertoire.

87
Partial Agreement/Maybes

• Dont over excite the child
• Yes I understand but
• He gave me a dirty look
• Maybe he did but I would really like you to
  get on with your work
• Have you got lines on your forehead?
• Maybe I have but
• You are a bad teacher
• Maybe I am but
• Are you
• Maybe I am but

88
Smile Therapy
I hate you Sir! Respond by saying nothing,
smiling calmly at pupil.
Humour
Pupil shouts out s- -t Teacher smells the air and
says You will be in it if you say anything like
that again.
89
Public Praise / Private Reprimand

• Quietly move around the room giving quiet
  instructions / casual comments.
• Are you O.K. Joe?
• Is everything O.K. there?
• In the next few minutes can you remove the
  baseball cap?
• Is there anything you dont understand? Can I
  help you? (Student not working)

90
Rule Reminder
Single What Whats the rule for when you want
to ask a question? Pause- Use it Pause
Thank you. Double What - What are you doing
and what should you be doing now? Go and do
it. Thank you. What/Then/When -Its a shame
when you shout out as then I cant hear other
pupils opinions. When you put your hand up I
will listen to your opinion.
91
Use of questions to divert adolescent adrenalin
surges
Gentle diversionary questions can calm students
down when feeling angry.
Modelling

• Attention Seeking Students Sir! Sir! Sir!
• Respond What! What! What!
• Positive Modelling Learning from peers
• Shane, do you notice how Trevor puts his pen
  down.

92
Keep up pace of lesson dont let classroom
terrorists win

• Their aim is to cause disruption and turbulence
• Cut off the oxygen of publicity
• Keep up pace use non-verbal signals or casual
  comments.
• Student Its so unfair
• Teacher O.K. I understand but

93
Negative student comments towards you
Do not be phased by negative student comments
Thank you for your criticism Student Sir,
you have got sweaty armpits? Teacher Thanks
for pointing that out. I will put a clean shirt
on tomorrow continue with your work for now
thank you.
Agree with criticism
Student Sir, theres a stink in the
room. Teacher I agree with you open a
window and get on with your work. Thank you.
94
Logical Consequences

• Avoid arbitrary punishments
• Consequences to fit the crime - so that the
  student learns from the mistake.
• Certainty rather severity of consequence
  important.
• Use Consequences that help put matters right
• Positive Restitution - how can we help victim?
• Consequence occurs close to the time of
  transgression. This ensures that a
• learning link is maintained.
• Keep em guessing - keep your options open -
  names on board.
• Having a flexible approach to reducing or
  removing consequences.
• Beware that punishment can transform the
  offender into the victim.

95

• When issuing a consequence remember it needs to
• Be related
• Have reasonableness certainty not severity
• Keep respect in tact
• Repair and rebuild try to separate amicably

96

• Try to plan what you will do or say
• Anticipate likely replies and actions that
  students will use to delay or avoid compliance
  and plan your likely responses
• Remember forceful dominant behaviour expresses
  personal power
• Model the behaviour you expect to see courtesy
  is contagious

97
MANAGING DIFFICULT GROUPS
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ALPHA MALE ALPHA FEMALE SHEEP -
FOLLOWERS ORCHESTRATOR REGULATOR ATTENTION
SEEKERS / CONSTANT RULE BREAKERS FALL GUY /
PROFESSIONAL VICTIM CLOWN INSTIGATOR / ANTAGONIST
/MANIPULATORS /AGGRESSORS / BULLY DISTRACTOR
/ATTENTION DIVERTERS WHINGERS THE FOG HORN /
SHOUTERS INVISIBLE PERSON KNOW ALLS FLIRT BUM
SHUFFLER
101
ALPHA MALES AND FEMALES

• Term from studies of animal behaviour which have
  shown that there is normally a dominant member of
  the pack
• Alpha Male was first used to describe aggressive
  American Politicians

ALPHA GIRLS

• Research has shown that women can be as
  competitive and bullying as men but more SUBTLE
  and CRUEL
• They begin as young as 7 or 8
• They are sharper and brighter than their peers
• Alpha girls typically exclude other children from
  their circle
• They undermine their schoolmates with cruel words
  and devious backstabbing
• (Boys tend to resort to face to face encounters
  and physical violence)
• In the Alpha Girl Gang there is one who leads the
  pack. She flourishes in our image obsessed
  consumer culture, with its emphasis on right
  clothes, looks and behaviour.
• She is seemingly confident with cutting-edge
  allure and popularity. All are used to intimidate
  her schoolfellows.

102

• One girl excluded from a group of girls met its
  Alpha Girl by chance 10 years later.
• As Leader she was one of the cruellest form
  schoolfellows.
• Now her appearance shocked hair unwashed,
  overweight, nervous and unemployed
• The excludee from the group realised that the
  Alpha Girls ability to create a power structure
  had vanished.
• Her charmed school life had left her unprepared
  for real life.
• When dealing with troublesome groups of students
  we may need to target our strategies on the Alpha
  Leaders

103
BEHAVIOUR MANAGEMENT SOLUTIONS FOR WORKING WITH
CHALLENGING GROUPS
The Right Mind Set
 
Difficult situations are less difficult when we
anticipate are determined to learn from them.
Keep a balanced view of the problem
Difficult groups are only as difficult as we let
them be.
Be interested in the problem but not overwhelmed
by it.
104
Welcome conflict as an opportunity to develop new
skills
Well-behaved students do not lead to new skill
development in teachers. Have the view that
suffering now will pay-off in the future.
Do not blame yourself or them
Blame culture can lead to disempowerment
doesnt lead to problem solving. Inaction rather
than action.
Have the view that bad behaviour is logical.
It is a highly effective way for students to get
their needs met. As teachers we may view this
behaviour as inappropriate. It is student
experimentation to see how far they can
go. Misbehaviour is logical/meets a need/has a
pay-off or solves a problem. Remember that poor
behaviour is not a personal matter- students are
not trying to get the teacher. The behaviour is
logical to the student. Some habits are so
ingrained in the student that they are part of
their sub-conscious - not aware they are doing it
(e.g. car driving).
105
Be a detective - develop a hypothesis
Think smart What is going on? Develop ideas to
solve the problem. Look for when behaviour is not
showing - how are their needs being met then?
Do as little as possible - think small, go slow
Like unravelling a big woolly jumper. When find a
thread we do not tug it- if wrong thread We mess
it up make job more difficult. Trying to
unravel difficult behaviour needs a gentle touch
because there is a high probability that our
hypothesis about what is happening may be wrong.
Notice the good things
Notice the effects of what you do. Tune into
small-scale changes and value those effects
106
Your Preferred Behaviour Management Style(s)
Complete the following inventory on the basis of
how strongly you agree with each statement. You
may give a maximum of 10 points amongst the 8
statements associated with each question. You
could award all 10 points to just one statement
if you strongly agreed with the statement to the
exclusion of the other 7 statements. Or you could
spread your 10 points between any number of
statements. Do not agonise over the statements
for too long - your first response is usually the
best one.
107
1 What I think I do well in the area of pupil
behaviour (a) I listen carefully to the pupils
point of view thereby helping them solve their
problems. (b) I have a very clear idea of what is
right and what is wrong. (c) I can think of
creative solutions to difficult problems. (d) I
can pull other peoples ideas together in order
to take action. (e) I can see very clearly what
is going right and what is going wrong. (f) I
have a very realistic attitude to what is
achievable. (g) I maintain a very positive
attitude in the face of adversity. (h) I will not
let unprofessional behaviour of staff go
unchallenged.
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2 If I have a possible shortcoming around
behaviour in school it is (a) I get hooked on
the very small details of initiatives. (b) I can
come up with ideas that are rather
impractical. (c) I can have an overly positive
and idealistic view of what is achievable. (d)
I sometimes feel that it is impossible to
challenge pupils behaviour for the better. (e) I
can be tactless when telling others what I think
they should do. (f) I can see what is happening
but I do not do anything about it. (g) I find it
easier to tell others what needs doing rather
than to do it myself. (h) I can procrastinate
about what needs to be done.
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3 When I think about behaviour in schools I
realise (a) We need new thinking, you cannot
solve behaviour problems with the same old
thinking. (b) Teachers and pupils need more
support than they actually get. (c) If we took
into account pupils views we would not have such
disaffection in schools. (d) Schools need to be
better organised to promote good behaviour. (e)
If pupils knew exactly where they stood we would
not have so many problems. (f) Schools need to be
clearer about what they are doing and why. (g)
You cannot do much about the behaviour of pupils
who come from difficult catchment areas. (h) We
let too much bad behaviour, from staff and
pupils, go by unchallenged.
110
4 The answer to getting good behaviour in
schools is (a) To have clear structures and
rules and routines around school. (b) To have a
plan for promoting good behaviour and evaluate it
as we go along. (c) To have schools that are well
managed. (d) To listen to what people have to say
about their problems. (e) To be more creative and
throw out the old dogma. (f) To have a more equal
society. (g) To get people to do what they are
supposed to do. (h) To make sure everybody in
school feels supported by others.
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5 What really gets me stressed about behaviour
in schools is (a) When we do things without
being clear why we are doing them. (b) When there
are too many chiefs and not enough
Indians. (c) When nobody makes up their own
approach to discipline. (d) When everybody makes
up their own approach to discipline. (e) When we
know some teachers have problems but nobody will
talk about it. (f) When people are left to fend
for themselves. (g) When people pretend that
everything is fine when clearly its not. (h)
When we fall back on the same old routines that
we know do not work.
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6 When I think of the shortcomings of others
they (a) Do not seem to realise that other
people have problems. (b) Are so short-sighted
and unimaginative about solutions. (c) Seem
completely unaware of what is happening around
them. (d) Will not face up to their own
problems. (e) Are always reacting to problems and
are not planning to avoid them. (f) Seem to be
completely taken in by every new initiative that
comes along. (g) Do not seem able to stick to
anything that they have agreed to. (h) Think that
everybody should sort out their problems alone.
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7 When I look at the behaviour of pupils I gain
satisfaction because (a) I know every pupil
knows the limits. (b) I know every pupil has an
equal opportunity to be heard. (c) I know we are
on the ball about how pupils are behaving in our
school. (d) I know that I can speak to other
teachers on behalf of the pupils who feel
aggrieved. (e) I do not have any fancy notions
about how pupils should behave. (f) I know that
pupils feel they are supported in trying to
achieve good behaviour. (g) I know that we have
organised the school to give good behaviour the
best possible chance of happening. (h) I know
that our very best thinking goes into how we
promote good behaviour.
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Transpose the scores from each question onto the
table below. Then add up each vertical column. If
the total score is 11 or more for any column,
then you have this Behaviour Management Style.
Some people may have 2/3 strong preferences.
115
Explanation of table
116
Explanation of table (continued)
Source Galvin, Miller and Nash, Behaviour and
Discipline in Schools, 1999.
117
Confrontation Management
118
What Happens When We Become Angry
Adrenal Glands Adrenalin
Emotional Hijack

• Bodies prepare to deal with situations when they
  think we are in danger
• Blood chemicals tell us to act message so
  strong that our neo-cortex (top part of brain
  where we do most of our logical thinking and
  planning) cannot operate properly person
  flooded with feeling and cant think properly
• They are taken over by the emotion they are
  experiencing
• Teaching emotional competency cope with
  multitude of feelings they experience
• All rational thought becomes impossible
• Act first, think later
• Neural links between emotional sites and
  cognitive sites are far greater in number than
  those from cognitive to the emotional. It
  therefore takes much longer for the thinking
  systems in the brain to send back the information
  that this situation is not a survival issue and a
  more measured approach is advised.

119
BRAIN
SCRIPTS
CONFLICT
UNCONSCIOUS
120
REPTILE
BRAIN
THINKING
MAMMALIAN

• Brain Functions
• Breathing / Eating

• One we are constantly aware of we use it to
  plan our lives and solve problems

121
MAMMALIAN

• Emotions
• Long term memories
• Childhood memories are stored (often linked with
  emotions)
• Quick reactions to signs of threat
• Jungle ancestors
• Strong emotional arousal
• Fight or Flight response
• If mammalian brain believes it is under threat,
  it sends messages to protect us
• This part of brain not in touch with world
• Can cause us to respond in a less than
  appropriate manner
• In confrontational situations we are having our
  Alarm button pressed

• Normally
• FEEL THINK ACT
• Now
• FEEL ACTION

122
ROLE OF SCRIPTS
We each carry scripts which set how we think,
feel and act and are reflected in the ways we
approach the world. HOW DO WE RESPOND?
Passive
Assertive
Aggressive

• Some calmer than others.
• We all have different temperaments.
• Some more relaxed than others.
• We each carry scripts on how to

THINK
FEEL
ACT
THEY INFLUENCE HOW WE APPROACH THE WORLD
123
BE STRONG SCRIPT
CANT COPE SCRIPT

• Passive and withdrawn from conflict
• Im frightened, I cant cope with this

• Aggressive end of continuum
• FAIL sign of weakness
• How dare they behave like that Ill show them
  who is boss

SCRIPTS CAN BE UNHELPFUL If aware of unhelpful
scripts challenge them develop new ones
124
THE UNCONSCIOUS

• Carries emotional memories from way back

Pleasant
Unpleasant

• Flashbacks to childhood emotional memory
  triggered by smell or taste
•  
• SOME CHILDREN / PEOPLE CAN TRIGGER OFF EMOTIONS
  IN US
• THE UNCONSCIOUS IS NOT RATIONAL, IT IS NOT
  DIRECTLY IN TOUCH WITH THE OUTSIDE WORLD.
•  
• IF INFLUENCED BY STRONG DISLIKE, WITH NO RATIONAL
  REASONS TAKE ACTION TO BUILD A BETTER
  RELATIONSHIP AND REDUCE THE INFLUENCE OF THE
  UNCONSCIOUS

125
Causes of Conflict

• Differences of Opinion on Issues
• Diversity
• Being Right
• Environments
• Possession and Territory
• People Using Communication Blockers- eg
  Interrupting
• Shadow I see something in you that mirrors
  something in me which I dont like/I am
  ashamed of. I dont want to share it with anyone
  else.
• 8. Self-Defence Anger I have to defend
  myself
• 9. Invasion of Personal Boundary Into
  rooms
• 10. Loss of Personal Goal Wanted to achieve
  it and couldnt do it

126

• No one wins in a conflict unless everyone wins
• Many potential conflicts can be avoided by
  communicating effectively
• Students who have learned to listen well and
  express themselves accurately are better able to
  deal effectively with conflict
• No conflict is ever resolved without at least
  one decision. Decision making is absolutely
  fundamental to conflict resolution

127
What makes you angry? I make me angry All
behaviour is learnt- Children are good observers
but dont always interpret well. Bullying
children grow into bullying adults Angry
children become very angry adults
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129

• In confrontations we get lost in our own
  behaviour
• Caring Confrontation Calm words, calm
  children
• Keep issues small
• Remember students are wearing L Plates
• Do not carry out Confrontation in a public arena.
  Remove the oxygen of publicity from a showboating
  student.
• Try to remain relaxed even when feeling
  threatened or angry.
• Remember an angry child has no inhibitions

130
MANAGING CONFRONTATIONS
SIGNS AND TRIGGERS Agitated and fidgety Facial
colour deepens - then goes pale Breathing
faster Perspire Have dilated pupils Speak louder
and faster Move more quickly Tense
muscles Contorted face Hunched shoulders Easily
distractible Not focussed
Remember The sparks of adolescent discontent are
easily fanned by a chance comment.
131
AVOID Squaring up Invading personal space Mood
mirroring Threatening movements DO Match the
mood level Use eye contact Talk Reframe
USE Wrong footing tactics Humour Novel
Questions Distraction - real or imagined /
Diversion Surprise tactics
132
CONFRONTATION INHIBITION
NON VERBAL BEHAVIOUR Check that your behaviour is
saying what you want it to. LISTENING
SKILLS When you actively listen you stay
controlled and show real concern as well as
helping the child to take control of the
situation. BE SOLUTION FOCUSSED Make it clear
that you want to find a solution to the difficult
situation. TOKEN CONCESSION If appropriate make
an admission that you can see that they have a
point. Well I have