Save The Date
Getting Behaviour Management Right and Keeping It Right
Have we got the balance right between teaching and learning and behaviour management? If student behaviour if one of the great stressors in our profession then let’s spend the time to get it ‘right’ and not look for a quick fix or search for the silver bullets. Managing classroom behaviour needs a long-term approach that is based on an integrated model of best practice and is explicit. Being explicit means you know consciously what you do, you know why you do it, and you can measure if it is effective….or not.
Getting it right – to get it right we need to reflect on the history of behaviour management or we will remain on the hamster wheel and continue to repeat the same mistakes. An example of this would be if your school still runs ‘detentions’, withdraws a ‘privilege’ for poor behaviour or teachers are shouting and using shame as a way to address behaviour. This session will help you understand the meaning of terms like fairness and discipline and set up to be more explicit when describing a positive teacher-student relationship. Best of all this session will ask you to develop your own set of classroom expectations or agreements and know what to do to establish classroom relationships.
Keeping it right – to keep it right we need to have a systematic model that brings together all of that best practice to develop positive behaviour and not simply manage behaviour. Too many of us are just coping and not thriving in our roles. This session is interactive and uses a range of scenarios to explore how non-verbal cues, redirections, teacher instructions, warnings, reprimands, teacher talk, classroom communication, process praise, parallel cueing, time outs, and many other strategies that we may have heard about actually work. Best of all this session will get you to be explicit about outcomes and why we can’t leap into action until we have considered what makes an effective consequence.