Key principles

1
Key principles

• Positive behaviour and the development of social,
  emotional and behavioural skills stem from good
  relationships, positive role models and clear
  communication
• The school community needs to work within a clear
  framework to promote good behaviour and
  attendance
• We cannot control pupils. We can control
  ourselves
• Ethos and values are based on respect, support
  and encouragement for developing social,
  emotional and behavioural skills
• The way that pupils and staff think and feel
  about themselves and the school environment
  affects the way they behave

2
Aims of the module

• In this module you will learn
• the importance of your role in promoting good
  behaviour in your school
• the importance of high-quality relationships
• personal skills for promoting positive behaviour
• how to help pupils develop social, emotional and
  behavioural skills

3
Purpose of school policies on behaviour and
anti-bullying

• Capture the values and beliefs of the school
• Explain the principles and aims
• Set out expectations of behaviour
• Indicate how good behaviour will be developed and
  encouraged
• Set out how inappropriate behaviour will be
  corrected
• Promote a consistent and shared approach for the
  whole school community

4
Elements of a policy

• Values and ethos that convey respect
• Rights and responsibilities
• Rules and routines
• A set of consequences
• Support for staff, pupils, families and carers

5
Developing social, emotional and behavioural
skills

• With modelling from adults/peers
• By copying others (adults/peers)
• From demonstration
• From explanation
• With encouragement, praise and rewards for good
  behaviour choices
• Through practice
• By being taught or reminded

6
Key points

• All schools have policies that guide working
  practice
• Pupils often need to be supported to develop
  social, emotional and behavioural skills and
  appropriate behaviour
• You are important people in the lives of pupils
  and other adults in the community
• You are helping pupils learn how to behave

7
Planning to be positive

• Notice the pupils who are behaving well tell
  them why you are pleased
• Use descriptive praise I liked it when you
• Acknowledge pupils as individuals use their
  names, compliment them
• Be warm and positive give smiles and thumbs
  up
• Treat all pupils the way we want our own children
  to be treated
• Get to know pupils chat about their families,
  pets, holidays
• Give pupils time listen to their worries and
  concerns, enjoy their conversations
• Nominate pupils eligible for special awards

8
Types of praise

• Non-verbal (smiles, winks and nods)
• Praise statements
• Proximity praise
• Public praise
• Discreet, private praise

9
Effective praise

• Effective praise is
• personal it uses the persons name
• specific it states exactly what it is that has
  pleased you
• genuine it does not use excessive superlatives

10
Key point

• Positive relationships are central to good
  behaviour

11
Using language positively

• Common phrases
• Dont use that language to me!
• Why are you dropping litter?
• Youve left your equipment out again
• How dare you argue with me?
• Stop pushing into the queue
• You shouldnt be in here
• Youre always interrupting

• Could become
• Speak to me politely as I do to you thank you
• Put your litter in the bin thanks
• Put your equipment away thanks
• I need you to listen to me thank you
• Take your turn to line up thank you
• You need to be outside now thanks
• I feel annoyed when Im interrupted. Please wait
  your turn to speak

12
An effective instruction or request

• Use a name or other verbal cues to gain attention
• Establish eye-contact and pause
• Give a clear instruction or request
• Pause to give time to comply
• Thank pupils
• Repeat the instruction, if necessary

13
Key points

• How we speak to people affects their behaviour
• Both what we say and how we say it is important
• We can learn how to be more effective

14
Managing difficult situations

• Stay calm
• Model the behaviour you want to see
• Make the behaviour unacceptable, not the person
• Use the language of choice
• Dont get drawn into reacting to secondary
  behaviour
• Know when and how to get help

15
Key points

• Capitalise on positive relationships humour,
  trust, friendship
• Know when and how to get help
• Report and record behaviour incidents in line
  with your school policy
• Follow up on issues that count
• Stay calm in your body language and tone of voice

16
Summary

• Know your school policies and systems and work
  within them
• Build positive relationships with adults and
  pupils in the school community
• Know what skills you have and develop them
  further