from Dave Vizard

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Welcome from Dave Vizard
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I Dont Do Well Behaved Ways to Successfully
Manage Challenging Behaviour In The Laboratory,
Workshop and Classroom
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FREE MONTHLY NEWSLETTER Free newsletter on
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Ways to Manage Challenging Students. Visit
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4
MEETING THE NEEDS OF DISAFFECTED STUDENTS
ISBN 9780826434654 This book gives you practical
strategies to use to engage the most challenging
and disaffected students through the use of a
variety of approaches and techniques, including
emotional literacy, NLP and learning styles. The
book also outlines approaches for helping
students to self-manage their behaviour and
learning. HOW TO ORDER Visit the publication
page on BehaviourSolutions.com. Price 19.99
5
HOW TO MANAGE BEHAVIOUR IN FE
ISBN 978 1-4129-3456-5 Working in FE can offer
a unique set of challenges in relation to
managing behaviour. This book offers lots of
practical strategies on how to successfully
manage these behaviours and it also contains a
really useful CD full of behaviour management
activities which can be used in colleges. HOW TO
ORDER Visit the publication page on
BehaviourSolutions.com for book information.
6
BRAIN BREAKS, STARTER ACTIVITIES FILLERS
PHOTOCOPIABLE RESOURCE. We all know the
importance of grabbing students attention at the
beginning of the lesson. This resource gives you
plenty of starter activities to use which are
guaranteed to gain their undivided attention. It
also includes a number of brain break activities
to re-energise learners and fillers you can use
in different subjects. HOW TO ORDER Visit the
publication page on BehaviourSolutions.com. Price
25.00
7
A GUIDE TO SYNDROMES CONDITIONS
One of the biggest problems in managing students
is keeping up to date with all the special needs
that one can encounter. A Guide to Syndromes and
Conditions will help you to overcome this
problem. It contains details of the 17 most
common but equally most often misunderstood
special needs. In each case the condition is
defined in terms of the characteristics and
symptoms, and then details of strategies and
treatments, followed by details of useful books
and websites. HOW TO ORDER Visit the
publication page on BehaviourSolutions.com. Price
25.00
8
A GUIDE TO MORE SYNDROMES CONDITIONS
According to a recent article in the TES there
has been an avalanche of special educational
needs in the classroom in recent years. Whats
more, the Specialist Schools and Academies Trust
(SSAT) found in its 2 year project urgent action
is needed to help teachers adapt to a new
generation of pupils with previously unseen
special needs.like foetal alcohol
syndrome. This guide was produced with this in
mind. It includes a wide range of conditions that
any teacher might come across in the course of
work at school. With each of the 26 syndromes
listed the conditions are defined in terms of the
characteristics, symptoms and details of the
strategies to use. Treatments available are also
given. There is then a list of useful books and
websites for further information in each case.
This book is a follow on from A Guide to
Syndromes and Conditions which covers 17 other
syndromes and conditions. HOW TO ORDER Visit
the publication page on BehaviourSolutions.com. P
rice 25.00
9
Amazing Brain Posters

• This set of full-colour A3 size posters on Your
  Amazing Brain are now available from Behaviour
  Solutions. The set comprises of 4 posters
• Look Inside Your Amazing Brain
• Fuel for Your Amazing Brain
• Learning with Your Amazing Brain
• Anger Control Using Your Amazing Brain
•  
• HOW TO ORDER
• Visit the publication page on BehaviourSolutions.c
  om.
• Price 16.99

10

• E-mail Dave on dave_at_behaviourmatters.com
• Website www.behavioursolutions.com
• To get a free copy of one of Daves books on
  Managing Conflict Confrontational Behaviour
  subscribe to his free monthly newsletter on
  behaviour matters at
• www.behavioursolutions.com
• To download todays slides go to
• www.behaviourmatters.com/courses/080211.htm

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• Programme
• Identifying the behaviours in Laboratory,
  Workshop and in Classroom
• Getting it right initially
• Body Language
• Psycho Geography
• Building Rapport
• Practical Strategies to Manage 25 Inappropriate
  Behaviours Quickly
• Importance of Consistency
• Managing Challenging Confrontational
  Behaviour Successfully
• Managing Difficult Groups

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IDENTIFYING THE BEHAVIOURS
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Keep it simple,as simple as possible, but no
simpler. Einstein
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• There is no map to human behaviour
• Bjork

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TYPES OF CHALLENGING BEHAVIOUR FACED

• Laboratory
• Workshop
• Classroom

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Getting it right initially
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• ON ENTRY TO CLASS
• -mark territory at classroom door - eye
  contact greet- low vocal tone
• - barcode scanner moment show no sign of
  weakness
• - avoid barriers confident open posture
• AT START OF LESSON
• - stand in power position lighthouse class
  scan
• - face mirror to mind
• - effective use of silence Clint Eastwood
  factor

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- speed of vocal delivery 125 words per
minute, lower end of 2 octave vocal range -
keep it fast paced reduces wriggle room for poor
behaviour - manage challenges tactical
ignoring of some behaviour tests - have range
of one liners to use I cant see voices! -
patrol territory - use proximity and level -
quiet interactions both praise and reprimand -
proximity praise - managing challenging
behaviour smokescreening / secondary
behaviour
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• Initially testing boundaries the Supermarket
  barcode scanner moment
• When you challenge a student over their behaviour
  they will
• - Deny they did it
• - Ask you to prove it
• - Accuse you of picking on them
• - Say that you let others get away with doing
  the same things
• - Say that colleagues let them do the same
  things and say nothing

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• SMOKESCEENING / SECONDARY BEHAVIOURS
• Students when challenged will try to smokescreen
  or develop secondary behaviours to distract.
• Dont get hooked in to that behaviour.
• Focus on Primary Behaviour.
• Repeat instruction using broken record
  technique

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THE IMPORTANCE OF NON VERBAL COMMUNICATION
7 message words 38 vocal tone command 55
non-verbal - important part of behaviour
management
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 average person looks without seeing,
listens without hearing touches without
feelingmoves without physical awareness and
talks without thinking Leonardo da Vinci
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• clusters we cannot take single gestures in
  isolation a single word in a sentence often
  means nothing
• congruence lack of congruence or
  overcongruent behaviour
• closed or open body language try adopting a
  closed body language position notice how it
  changes your mood.
• culture
• context

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• Be aware of your body language
• Posture upright stance,feet apart,slightly
  leaning forward.
• Barrier/Relaxed positions
• Facial expressions eyes
• - mouth
• - jaw thrusts
• - tilt of head/reverse look
• Open palms avoiding finger jabbing

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PSYCHO GEOGRAPHY
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• PSYCHOLOGICAL GEOGRAPHY
• Spatial anchoring
• Non verbal communication extends beyond our
  gestures body posture includes the
  environment
• Spotlight states think theatrical stage
• Be consistent with their use students will
  unconsciously recognise the signals you are
  sending them
• GREETING POSITION
• IMPARTING INFORMATION POSITION POWER POSITION
• QUESTIONING POSITION
• REINFORCING RULES POSITION
• DISCIPLINING / SANCTIONING POSITION
• CALMING / STORY / RELAXED POSITION
• PROXIMITY LEVEL
• PATROLLING
• NEW SPACE TO PACK UP/ EXIT POSITION

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DEVELOPING RAPPORT
We can create rapport by matching or mirroring
another persons body language and voice
tonality, by joining their dance. This creates a
bridge between our world and theirs. This builds
trust and is the basis of effective
communication. Churches R and Terry R NLP
for Teachers
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• ANCHORS
• LISTENING
• DISTORTIONS ,DELETIONS GENERALISATIONS
• MATCHING VAK LANGUAGE
• MATCHING GESTURES
• SPEECH
• VOCAL MATCHING
• GROUP RAPPORT

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• Language
• Matching the sensory word preference of the
  person to whom you are talking
• VAK Visual , Auditory Kinaesthetic
• Moments when most angry learners will speak in
  language of their sensory preference.Matching
  responses
• Visual I see what you mean..it appears that.
  Show me looking closerit is clear to me.
• Auditory Lets talk about itIm speechlessin
  a manner of speakingthat rings a bell.within
  earshot.
• Kinaesthetic I cant put my finger on it.I
  grasp your meaning
• I will be in touchwe are scratching the
  surfacehit the nail on the head
• Matching descriptive words, key phrases and exact
  words
• Using similar sentence length
• Vocal sounds matching volume, voice tone,
  tempo, pace and pitch

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Prefacing When you have a negative or
correctional statement to make, always try to
preface it with a positive comment. Peripheral
Praise

• Imagine you are teaching a class and you notice
  one person who is off-task or doing something
  that you didnt ask the class to do.
• Move over to the student and, when you know that
  they are aware of your presence, give praise to
  both students on either side of the person for
  doing the correct thing.
• End by looking at the person who is not doing the
  right thing, look briefly at them, then continue
  to give other instructions to the class.

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PRACTICAL STRATEGIES TO MANAGE INAPPROPRIATE
BEHAVIOUR QUICKLY
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1. Lateness 2. Lack of equipment 3. Low level
disturbance 4. Out of seat / wandering 5.
Ignoring you 6. Talking over teacher talk 7.
General chatter 8. Chatter at end of lesson 9.
Failing to follow instructions
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10. Impulsive behaviour 11. Attention seeking
behaviour 12. Lack of motivation / apathy 13.
Throwing objects 14. Shouting out 15.
Swearing 16. Flatulance 17. Defiance / Refusing
to work 18. Disruptive, argumentative
behaviour 19. Dealing with outbursts 20.
Intimidation of staff put downs 21.
Intimidation of staff criticism 22.
Intimidation of staff ignoring /blanking 23.
Violence 24. Corridor behaviour 25. Mobiles /
Gadgets
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• 1 Late arrival
• Have clear rules on punctuality and
  consistently apply them.
• Quickly ask the reason for lateness and make it
  clear you will deal with it later. Minimise
  disruption to class.
• Have a variety of seats reserved for latecomers
  scattered around the room. Ensure these are in
  low profile areas and perhaps in locations where
  they would lose street credibility to sit there.
• Have a Late Chair in class. By arriving late
  the child loses freedom to sit in normal seat.
  Student sitting in Late chair has to recap
  session to rest of the group at the end.
• Ensure student makes up lost time at break and
  makes up missed work.
• Issue positive rewards to those students
  arriving on time.

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• 2 Lack of equipment
• Points make Prizes Pupils gain points for
  having correct equipment and they lose points for
  forgetting equipment. Student with most points in
  class at end of week / term wins a prize.
• Keep an emergency stock of spare equipment.
• Trade your pen for a piece of their equipment
  to ensure return.
• At start of lessons students have 30 seconds to
  sort out lack of equipment otherwise given 1st
  strike and 30 seconds detention.
• If pen is forgotten give them a green ink biro.
  Easy then to keep track of number of times pen is
  forgotten when you look through their work. Also
  green ink doesnt give them street credibility

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• 3 Low level disturbance pen tapping
• Move closer to noisy student. Ask about their
  work rather than disturbance.
• Use non-verbal signals to reduce disturbance -
  fingers to lips.
• Pause momentarily and look directly at student
  - say nothing.
• Refer to the behaviour, but carry on with
  lesson. Do not let their actions disturb your
  lesson.
• State that item / equipment should be put away
  or it will be kept by you until end of lesson.
  Keep it friendly. Remove item if necessary.

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• 4 Out of seat
• Warn of consequences and carry them out. The
  time a student is out of seat without permission
  is the time that they will be detained.
• Change position of wanderers Make them sit
  in front of your desk.
• Reward and praise those students who stay
  seated.
• Have structured opportunities which will allow
  students to move. Use activities that will engage
  Kinaesthetic Learners.
• Have fast paced, packed sessions with little
  room for distractions, boredom and need to move
• Use group work and co-operative learning
  activities

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• 5 Ignoring you
• Give very clear instructions so there is no
  room for confusion or argument.
• Try using humor to change their state from
  being angry or sullen
• Refuse to get drawn into confrontation - "I've
  told you what you need to do and you know what
  happens if you don't. It's your choice, I'll be
  available after school if you want to discuss it
  then."
• On a 11 basis with a pupil you normally get on
  well with try to find what is bothering them by
  calmly repeating statements such as "Tell me
  what's wrong so I can help you." "You talk, I'll
  listen." "tell me what's bothering you, I'll
  listen."

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• 6 Talking over teacher talk
• Have a Start-Up activity for students to do
  when they arrive.
• Use a sound effect, a positive attention getter
  to get their attention whistle, horn or
  football rattle sound it as a one minute to go
  warning and then when time is up. Gives students
  time to finish off work and settle.
• Use tokens - everyone starts a lesson with 5.
  When they speak out of turn they surrender a
  token. Tokens given for positive behaviour. If
  they run out they have a sanction applied.
• Have a Chatter Indicator on the board
• Green - Noise level OK
• Orange - Noise level getting too high
• Red - Too noisy - silence expected
• Have a sealed box - with slit in it. When student
  disturbs your lesson put their name on a slip of
  paper and place it in the box. Open it monthly.
  If their name appears 5 times detain them.

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• 7 General chatter
• Take control at the classroom door dont let
  them in the room until theyre quiet
• Establish a Take Up time for groups to settle
  during the Establishment Phase at the beginning
  of the year. e.g. 2 minutes.
• Give a countdown with 30 seconds to go. After
  countdown if quiet is not achieved hold up a
  stopwatch to record the time they are wasting.
  This will then relate to detention time at the
  end of the session. You must keep them in - once
  threatened you must follow it through. Remember
  the certainty not the severity from earlier.
  The beep of the stopwatch will soon trigger the
  settling down and quiet

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• Get students involved at the beginning.
  Feedback from things learnt in last lesson or
  things they wish to learn this session. Get
  students to echo back your instructions.
• Give quiet instructions to the class. The rest
  will soon be quiet
• Circulate the room and stand next to students
  who are chatting
• Praise, acknowledge and reward those who are
  complying
• In setting up Routinesagree a rule that only
  one person can speak at any one time. Hand up to
  speak or have a token passed around. Can only
  speak when you have the token

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• 8 Chatter at the end of the lesson
• Interesting activity at the end of the lesson
  as a reward if quiet at appropriate times
• Issue of rewards at end of lesson - keep all
  guessing who will receive token
• Have a quiz at lesson end and those who answer
  question can leave first. This is a very
  effective way of getting quiet. Usually ask
  questions standing at the front in quiet voice.
  Students at the back will soon realise that the
  front ones are leaving first and will quieten
  down

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• 9 Failing to follow instructions
• Explain very clearly the consequence of not
  following instructions. Tell them you expect
  immediate compliance and then give them a few
  moments to save face by walking away.
• Record the details of the incident and follow
  up with senior staff.
• Warn them that you will be contacting parents.
  (Make sure you do so if the defiance continues).
• Have the pupil removed from the classroom

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• 10 Impulsive behaviour
• Thinking gap in impulsive students between
  impulse action is almost non-existent
• Any intervening evaluation of potential
  consequences appears to be missing
• We need to develop their brain brakes
• Get students to externalise the problem by
  thinking about how they can become more in
  control of themselves
• Get them to take charge of their out of
  control body parts eg vocal chords

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• 11 Attention seeking behaviour
• Proximity move into students personal space
  bubble - just stand behind them and say nothing.
• Give student Take Up time to comply - use stop
  watch to time the lag/delay time and detain them
  at the end of the session for time wasted.
• Use Tactical Pausing - Name student - Click
  your fingers - pause for 6 second - then give
  your instruction.

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• Give a choice to the student Identify the
  behaviour and state - continue with this
  behaviour and the consequence will be referring
  to code of conduct. However they may choose a
  different outcome. Use Broken Record technique to
  gain compliance. Repeat command and block/ignore
  any comments they make.
• In some circumstances it may be best to
  tactically ignore the behaviour
• Remain very calm and avoid getting wound up and
  rewarding the behaviour with negative attention
• Agree non-verbal cues in advance with known
  trouble-makers

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• 12 Lack of motivation apathy
• Variety of tasks
• - Challenging work
• - Fixed tasks to be completed within limited
  time (By time music finishes)
• - Include practical activities / games / fun,
  perhaps with an element of competition
• Set short term targets
• - Rewards available when tasks completed
  (Instant Gratification)
• Get students involved in setting tasks
• Variety in Teaching / Learning Styles

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• Give verbal praise in public and reprimand in
  private
• Immediate display of work
• Make relevance of work clear. Avoids whats
  the point of this? comments
• Pair students who lack motivation with higher
  ability students
• If it continues to be a problem the student
  must make up the work in their own time or work
  in isolation / in a colleagues class
• Use loads of effective praise and encouragement

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• 13 Throwing things
• Rule reminder given and give reasons
• It may be necessary to isolate perpetrator or
  re-group students if a number are involved.
• Try to circulate around the room regularly.
• Ensure the classroom is tidy when students
  arrive, easier to detect thrown objects.
• Try to face students at all times. Ensure you
  have a full field of vision. Stand in your power
  position where you can lighthouse scan the group.
  Patrol the perimeters.

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• 14 Shouting out in class
• Ignore those who shout out and praise those
  students who do not shout out.
• When students shout out remind them of the
  rules.
• If shouting out use stopwatch detain for
  length of time your lesson was disturbed.
• If shouting out to answer a question ignore
  them and at an appropriate time say I cant see
  voices. When they do put their hand up ensure
  you respond to them quickly.

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• Use statements which are assumed closures a
  statement of implied sanction when we meet at
  3.45 be there as close to that time as possible
  so that we can discuss the shouting out and we
  can both get away in good time.
• Ignore those who shout out and reward/praise
  those that don't
• Play class team games/quizzes where answers
  will only be accepted by those who put their
  hands up. Penalize team-members who shout out by
  taking a point off the team.
• Have a clear policy on how questions are to be
  answered in class

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• 15 Swearing
• Have rules and routines in place and remind
  them of the consequences of bad language.
• Get students to explain meaning of words. Show
  you are not phased / embarrassed.
• Keep a tally chart to show how many times in
  one session they swear.
• Take out a notepad and say Im now recording
  what youre saying.
• Use the paper with 4 boxes on it to record when
  and which swearword was said and why it was said.
  Send this to form tutor.

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• Set a target for not swearing and a reward if
  they are successful.
• Have a meeting with the pupil/s involved and
  ask them to suggest alternative ways of
  expressing/dealing with anger or alternative
  words to use when they are angry.

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• 16 Flatulence
• Ignore it. By reacting you give them exactly
  what they were trying to elicit.
• Explain that if they do it again they will have
  to stay in at break for a lesson on healthy diet
  and the effect certain foods have on digestion.
• Show great concern for their health and tell
  them it might be a good idea if you were to talk
  to their parents about it immediately by
  telephone if they are having trouble controlling
  it.
• Follow normal procedure for disruptive
  behaviour but be careful not to appear
  confrontational or you will get the classic
  response "That's not fair, I can't help it."

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• 17 Defiance / Refusing to work
• The Just Try and Make Me Factor
• With a good relationship just letting them know
  that you feel let down might be sufficient
• Student is trying to assert control and power
  and you could choose to respond positively and
  lightly
• Using humour to reduce the emotional level is a
  good strategy
• Check with them the reason for refusal
• Avoid conflict Look at student and address
  them by name quietly, firmly, and with respect.
  Focus on the behaviour. Remind them about rules
  and routines. Remind them of past successes.
  Offer the opportunity to retrieve the situation

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• Explain that their behaviour is not appropriate
  in terms of the Code of Behaviour. Preface it by
  telling them that you think they can work well
  and that they need to make a decision about their
  behaviour. Give them time to reflect and come
  back for their decision
• Use the following script in difficult
  situations If you choose to continue to. then I
  will have to .but if you choose another route
  then no sanction will be applied. I will give you
  2 minutes to think it over.
• Have suitable seating arrangement e.g. boy /
  girl / boy / girl
• Ensure differentiated material and extra work
  is available
• Find out reasons for non co-operation Do they
  understand the task?

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• Consider teacher proximity. Circulate room.
  Offer quiet but firm encouragement and praise
• Ensure verbal, non-verbal and written rewards
  are used
• Change tactics / approach e.g. Move student to
  another seat in room
• Use names on board for students refusing to
  work (3 strikes and out)
• In some cases it may be appropriate to ignore
  it and deal with it later
• Avoid demanding an apology and do not brood on
  an act of defiance
• Call for support if necessary

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• In some cases it may be appropriate to ignore
  it and deal with it later
• Use peer support and give specific
  responsibility
• Visual instructions clear understanding
• Cant go until work complete
• Offer support - often pupils are defiant
  because they are afraid of failure - adjust the
  work, offer help, ask them what's bothering them.
  
• Remind them of past successes and capabilities
• Offer support - often pupils are defiant
  because they are afraid of failure - adjust the
  work, offer help, ask them what's bothering them.

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• Remind them of past successes and capabilities
• Offer support - often pupils are defiant
  because they are afraid of failure - adjust the
  work, offer help, ask them what's bothering them.
• Remind them of past successes and capabilities
• Go through stepped sanctions as per school
  behaviour policy e.g.
• Give them a warning (verbal/name on board etc.)
  and remind them of consequences
• Move them to an isolated seat
• Take time off them at break/after school
• Notify them of a letter/phone call home
• Park them in another class
• Send them to senior staff

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• 18 Disruptive argumentative behaviour
• Stay calm Ensure you are calm and use
  confident and strong body language. Avoid
  confrontation.
• Make connections with students. Try to develop
  rapport remember tips on rapport building from
  last 2 issues of the magazine. Stand at right
  angles to the students outside their 50cm space
  bubble.
• Do not show anger or discomfort. It can be very
  easy to let the emotional centre of the brain
  take over we can slip into unhelpful
  terminology. We can use open questions that can
  tempt negative responses.
• Avoid shouting once you have shown full anger
  there is nowhere to go. You also become
  predicable and students are stimulated by your
  response. Actors never show the extreme edges of
  their range as this is not a good technique
  according to Dix. (Dix, P. 2007, Taking Care of
  Behaviour. Pearson/ Longman)

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• Humour, including self-effacing humour, may be a
  way of distracting students when they are
  particularly argumentative.
• Remove the audience factor, try and talk to
  them quietly on a 11 basis where possible and
  remind them of past successes and capabilities -
  try to find something positive to say first.
• Give them a responsibility
• Language of Choice
• - Do you want to move closer to the board or
  remain where you are?
• - Do you need me to help you or can you get on
  with things on your own?
• - What are you supposed to be doing? What
  happens if you don't do it? Is that what you
  want? What are you going to choose?

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• Calmly warn them of consequences and follow up
  using the '3 requests'...  
• - Sit back down on your chair and finish the
  work please
• - I'm asking you for the second time to sit
  down and get on with your work.
• - This is the third and final time I'm going to
  ask you.
• - You've chosen to ignore me. Go to Time Out.
  

63

• 19 Dealing with outbursts
• Be calm and self-controlled
• Make reassuring statements to the student
• Offer sanctuary / a safe place to go
• Keep interactions as light as you can manage

64

• 20-22 Intimidation of staff by students put
  downs, criticism ignoring you
• Remain calm, cool and collected. Ensure Body
  Language shows confidence
• Dont always give the desired and expected
  response to the student
• Dont be phased by criticism directed at you,
  reflect on it. Show a preparedness to accept /
  maybe change
• Talk to other staff is the same attitude
  shown towards them?
• Try be-friending the student. This may make
  them less inclined to behave badly towards you

65

• Get support of Colleague or Senior Manager if
  you feel the situation is serious
• A cool-off period may be required
• Give the student a choice within rules
• Zero Tolerance with clear exit strategy and
  follow-up
• -Red Card
• -Mentoring - Anger Management Strategies
• -Involve Parents
• -Instigate consequences
• -Agree method of reparation

66

• If students are ignoring you
• Try a humorous approach. Hello, Earth to?
• Take the route of minimum disruption. Youre
  ignoring me now. Ill see you later.
• Plan an escape route. Ive asked you twice.
  Are you going to do as Ive asked or do we have
  to take it further?
• Appeal to their sense of good manners (Social
  acceptability)
• Offer spurious words of comfort or sympathy for
  their non-existent illness or problems (which
  could explain their behaviour towards you)

67

• 23 Violence
• When faced with violence it is important that
  your safety and that of other students is
  protected. Always follow school guidelines on
  managing incidents of violent behaviour. With
  that in mind these tips may be useful -
• - Be calm, look relaxed and keep movement to a
  minimum. Do not invade their space. Say nothing,
  count to ten
• - Assess level of threat / violence
• - Do not stand between student and door
• - Address person by name, speaking quietly. You
  may need to show partial agreement. I can see
  how you feel.
• - Avoid sarcasm. Try using distractions

68

• - Summon help and clear room if possible
• - Try to diffuse the situation, allow face
  saving and introduce a cooling-off period
• - Later, give students Strategies for Anger
  Management and Counselling
• - Ensure you know key information about all
  students in your care
• - Avoid jumping to conclusions and provoking
  those who irritate you
• - Peer intervention can sometimes take the heat
  out of the situation

69

• - Building respect and sound relationships with
  students can help
• - Ensure you know the School Policy on Violence
  how to summon help and policies on restraint
• - If safe to do so move between aggressor and
  victim. If aggression is directed at you, stand
  sideways, keep still, speak quietly
• Rewards for positive behaviour
• Recording trigger factors

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24 Corridor Behaviour Often students will be
challenging in communal areas where lots of
students gather. They play-act and thrive on
performing and the oxygen of publicity this
generates. They thrive on anonymity in these
areas. There is safety in numbers. High levels
of poor behaviour, including bullying, occur in
narrow corridors, pinch points and cross-over
points. It is essential that all staff deal with
poor behaviour in corridors and other spaces
outside the classroom in a consistent
manner. Ignoring behaviours and walking past
incidents should not happen. All staff have a
responsibility to manage poor behaviour in
corridors.. A staff presence in corridors before
school, at changeovers and at breaktimes is
essential. Staff should regularly identify the
key corridor behaviours of the moment and develop
a consistency model on how to manage them.
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• All staff including support staff should be
  recognised by the students as having the same
  authority and can impose sanctions.
• When walking around the site all staff should
  concentrate on
• Walking with confidence you need to build a
  rep. Your reputation is made in the corridor.
  Build a credibility by proxy.
• Scanning and using gaze the look
• Stopping and using non-verbal cues and silence to
  indicate disapproval and wait until compliance is
  achieved. If it is not a sanction or referral
  should be applied. If you have difficulty in
  naming a student use photofiles or CCTV.
• Beware of set-ups / entrapment and chase-me
  behaviours.
• Choose your routes and positioning in corridors
  carefully.
• Use gaze, proximity and level to do effect.
• If you are in a situation you are unlikely to win
  do not be afraid to call for support.

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• When you do have to say something ensure that
  your vocal delivery is strong
• - Speak at lower end of 2 octave vocal chord
  range.
• - Use single words in a commanding manner
  intoning key words sharply, loudly and abruptly.
  E.g. wearing of hat, shout hat and await
  compliance for its removal.
• - Horesplay (low grade male bonding) approach
  potagonists with a smile and placatory, both
  palms downward gestures and politely suggest
  they desist.
• - If you find students fighting you need to
  make a quick judgement call. Think protection
  and safety for you and other students.

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-Usually male students are spurred on by
audience. Judge who is losing and lead them
away from incident before dealing with them and
other fighters. With girl fights dont intervene
immediately. You have a very clear strategy in
your mind before you intervene. (Pause Think
Act) If you dont you could get hurt. Be
decisive when you intervene
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• 25 MOBILES / GADGETS
• large, clear guidance needed from institution
  with supporting signage consequences made clear
• consistent application of rule by all staff
• switch off mobiles at beginning of lessons
  have mobile on desk
• if used then removed placed in envelope with
  name of student on it and locked securely away
  until agreed collection time
• use of inhibitors in some areas in Library?
• guidance on multi- media usage tools needs to
  be given eg bullying via net / text messages via
  Facebook
• Some institutions encourage use of mobiles
  planning function for photographing items for
  portfolios of evidence

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THE IMPORTANCE OF ACHIEVING CONSISTENCY
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DEVELOPING A CONSISTENCY MODEL

• The importance of a Consistent Approach
• How to develop a Consistency Model

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• develop a consistent approach
• - language response
• - to follow up
• - positive reinforcement
• - consistent consequence
• - consistent,simple rules,agreements,
  expectations reinforcing/ promoting appropriate
  behaviour
• - consistent models of emotional control
• - consistent environment consistent visual
  messages which echo core values- behaviour
  management displays

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1. Group to identify 5 types of challenging
behaviour they face. 2. A colour is allocated to
each behaviour. E.g. Red swearing Blue
aggressive behaviour towards staff Orange
lateness Green refusal to work Yellow
ignoring member of staff 3. Group is divided
into groups of 5 (25 needed, 5 groups of 5. If
there are fewer delegates then we will have 4
behaviours and colours and 4 groups of 4.) 4.
Each group is given 5 different pieces of
paper. 5. Each group member is given one colour
and they are responsible for the behaviour
allocated that colour. 6. Whole group decides 2
strategies to use with each behaviour.
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7. Person with appropriate colour records the 2
strategies. Group is then jig-sawed. An area
of the room is designated for each
colour. 5 reds from the 5 groups sit together
and develop the 3 best strategies for their
behaviour. 8. Each group gives in 3 best
strategies and on one piece of paper 5
behaviours are listed with each one having the 3
agreed strategies
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MANAGING CONFRONTATION DIFFICULT SITUATIONS
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• How anger is expressed
• Acting In attacking themselves
• stuffer
• withdrawers flight response
• Acting Out attacking others
• blamers
• exploders fight response
•  

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• Some students fear people getting close to them
  they use hostility anti- social
  behaviour to keep you at a distance.They are
  looking for somewhere to dump their accumulated
  anger.
• Avoid reacting immediately if a student says
  something inappropriate- use silence- take a few
  deep breaths.This will give time for reflection
  a chance to change what they said.
• Watch out for chase me behaviours smirks,
  kicking furniture- behaviours designed to get an
  emotional response.Choose the right time to
  address them probably later when they have
  calmed down
• If a student makes negative comments thank them
  for their comments tell them that you will
  discuss them at the end of the lesson this will
  cast the seeds of doubt in their minds.Their
  behaviour also did not get the expected response.
• If a student walks away when being defiant
  disruptive give a Paradoxical Instruction eg
  Thats OK, you go for a walk we will talk about
  it later. They are now not defying you but
  carrying out your instruction.

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GENERAL STRATEGIES
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• Avoid nuclear option at all costs!
• Remain calm avoid having an emotional
  reaction- take a few deep breaths anchor
  yourself.
• Dont take things personally.
• Use techniques to stop anger building eg
  distraction techniques.
• Recognising your anger signs - What are your
  triggers?
• Avoid needing to dominate win at all costs
  Who is the adult?

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• Remain calm avoid having an emotional
  reaction- take a few deep breaths anchor
  yourself. Dont take things personally.
• Develop positive self talk.
• Initial response sets the rhythm.
• Do not get hooked into a power struggle.
• Remember confrontation needs the fuel of an
  equally confrontational response to keep it
  escalating.
• Do not belittle or humiliate.
• Check your speech, volume body language.
• Convey non-aggressive intentions with your body
  language.

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• Vocally do not show nervousness.Raise your
  voice to get attention then lower it into a
  firm, calm measured tone.
• he who establishes his argument by noise
  command shows that his reason is weak. Michel
  de Montaigne

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Good actors know that showing the extreme edges
of their range is not a good technique. What
engages the audience is the tension power that
lies below the shoutingonce the actor has shown
full anger there is no room for the audience to
speculate.The performance becomes predictable,the
character less interesting. The teacher who shows
the limits of their range has nowhere to go
next. Dix P 2007
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• Use pauses between between responses slow down
  delivery soften vocal tone.
• Model the behaviour you expect to see.
• Listen actively avoid making assumptions.
• Respond to their feelings not their actions.Be
  solution-focussed.
• When a student is angry they will say things
  they dont mean let them get it off their chest
  before responding.
• Avoid mood mirroring.
• Avoid excessive eye contact as this can be
  threatening- stand alongside or at right angles.
• Be comfortable with the student looking away.

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• Try to establish rapport by
• - anchoring student
• - actively listening
• - managing distortions,deletions
  generalisations
• - matching mirroring body language gestures
• - matching VAK language
• - vocal matching
• Show genuine concern be ready to make a token
  concession.
• Try to give out nuggets of praise catch em
  being good.Often we are reactive only respond
  to their bad behaviour.
• Keep clear of power struggles avoid hostile
  remarks where sarcasm ridicule are used.
• Think about what you will do in certain
  situations prepare scripts for these.
• Respect the right for people to have different
  opinions

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• Avoid squaring up invading their space
  bubble.The size of this increases when a person
  is angry.

• Do not move away,appear to retreat, as this
  diminishes your influence.
• However, sometimes it is necessary to remove
  student from oxygen of publicity of peer group,
  by slowly moving to a new location by gentle
  steps or by herding. Also for safety sometimes
  the move could place a barrier between you the
  student

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• When speaking use a short script which addresses
  the issue.Make your message clear do not over-
  verbalise. Preface with a positive statement.
  Avoid becoming defensive.
• Sometimes it may be necessary to be more
  assertive use command statements particularly
  where safety is an issue eg on trips in
  practical areas such as workshops.
• We may need to give a clear instruction move
  away with a clear expectation that compliance
  will occur.
• Never make idle threats sanctions which cannot
  be carried through.Use certainty not severitysay
  what you mean,mean what you say.
• Allow students to save face- give them an escape
  route.
• Show you are willing to accept a compromise.
• Re- assure students are sometimes scared by
  their behaviour People get angry so it is OK
  to feel that way.

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• Use cool- off time or time out.
• Use wrong footing tactics attention diverters.
• When appropriate use humour to reduce tension.
• Do not be afraid to defer disciplinary
  interaction.
• Develop fire drills.
• Essential to repair rebuild at an appropriate
  time.Dont allow it to fester.

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MANAGING DIFFICULT GROUPS
UNDERSTANDING THE ROLES PLAYED BY GROUP MEMBERS
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Understanding the roles played by group members
and using this information to manage them
effectively Students can work together to cause
problems and it is a good way to avoid work and
can gain them notoriety. This often fuels the
behaviour. With challenging groups of students it
is important to identify the roles played by
group members. Each group member will have at
least one key role to play in the group.
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Understanding the roles played by pupils in
difficult groups Alpha male Alpha female Sheep -
followers Orchestrator Regulator
/questioner Attention seekers / constant rule
breakers Fall guy / professional
victim Clown/joker Instigator / antagonist
/manipulators /aggressors / bully Distractor
/attention diverters Whingers The fog horn /
shouters Invisible person Know alls Flirts
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Vizard (2007a, p.87) in describing alpha males
says they are likely to be physically bigger
than their peers and will be of above-average
intelligence A parallel you may have seen in the
animal kingdom would be the baboon that sits at
the top of the baboon rock at the local zoo.
Vizard (2009) says alpha females show signs of
being leaders from six to seven years old. They
use psychological strategies to dominate others.
They do not use violence but a subtle form of
undermining of confidence. Alpha females are very
sarcastic and use stage whispers when discussing
other students with their friends. They can be so
sarcastic it has been suggested that
metaphorically acid drips from their tongue as
they speak.
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Moore (2006) stated that girls used rumour
mongering, social isolation and non-verbal
communication as a powerful weapon to control
others. The laddette culture has also developed
the influence of the alpha female. It is
important to identify these ring leaders and to
get them onside by using rapport building
strategies. Identifying the roles played by
group members is essential to help us manage
those challenging behaviours. Often when groups
come together there is quite a lot of challenging
and confrontational behaviour as the group tries
to develop its own hierarchy. Each student
battles for supremacy to become the alpha male
and alpha female. Tuckman (1965) suggested that
there are four typical stages in group formation
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• Forming Group not sure of structure.
• Storming Disagreements and conflicts between
  group members and sub-groups that have formed.
• Norming Group is now quite cohesive and
  becomes more mature. Rules are now established.
• Conforming The group works well on problem
  solving and conflicts are resolved.
• It is important when managing groups initially we
  understand that these are the phases that they
  will go through. We need to support these
  developments and offer team building strategies
  to help with these developments.

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STRATEGIES TO MANAGE DIFFICULT GROUPS IN THE
CLASSROOM
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• Strategies to manage the influence of gangs and
  groups in the classroom and on the educational
  site
• When managing difficult groups
• have the right mind set difficult situations
  are less difficult when we are determined to
  learn from them
• get behind the behaviour why is it happening
  become Poirot / Miss Marple bring out the
  detective in you
• their behaviour is a logical way to get their
  needs met it is not often personal
• experiment with a range of strategies there
  is no quick fix
• welcome the challenge as an opportunity to
  develop new skills suffering now will pay off
  in the future
• do not blame yourself or them
• notice the good things

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• Over 5 per cent of students are in or on the
  fringe of gang culture. This is a small number
  but their impact can be devastating and
  disproportionate. Some strategies we can use to
  try and reduce this percentage are
• develop a positive group identity.
• have mutually agreed rules.
• chunk it down and sign post the session.
• divide and rule. Split troublesome groups and
  use these students as leaders.
• use co-operative learning approaches and use
  jig-saw groupings so that they dont realize they
  have been split.
• using drama, which engages students in discussing
  key issues and allows them a safe framework for
  experimenting with concepts and ideas.
• give them lots of responsibilities. Engage
  disaffected students in a student-run radio
  station.

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• Here is Edward bear, coming downstairs now
  bump, bump, on the back of his head behind
  Christopher Robin. It is, as far as he knows, the
  only way of coming down stairs, but sometimes he
  feels that there really is another way, if only
  he could stop bumping for a moment to think of
  it
• A.A. Milne, Winnie the Pooh.

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REFERENCES How To Manage Behaviour In FE Dave
Vizard London PCP/Sage Meeting The Needs of
Disaffected Students Dave Vizard
LondonNetwork/Continuum  (2009) Amazing Brains
Poster Set Dave Vizard Beating Anger Mike
Fisher Random House 2005 Hot Buttons Sybil
Evans Sherry Suib Cohen Piatkus 2000 Taking
Care of Behaviour Paul Dix Pearson 2007 The
New Teachers Guide to Survival Sue Roffey London
Paul Chapman Publishing 2004 NLP for Teachers
How to be a Highly Effective Teacher Richard
Churches Roger Terry Crown House Carmarthen
2007
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REFERENCES Kuhnke E 2007 Body Language for
DummiesChichesterWiley Borg J 2008 Body
Language Harlow Pearson James J 2008 The
Body Language Bible Random House
Publishing Collett P 2003The Book of Tells
London Bantam Books