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Once we've mastered planning POSITIVE RELATIONSHIPs should trump bad behaviour (101)

When I refer to challenging behaviour, I mean behaviour that provides a challenge to the teacher, the school ethos or to other students P. 106

STRATEGY:

1.) give them some attention - people may behave in a challenging way to communicate a need for attention! - GROUP WORK

2.) GET THEM OUT OF THEIR:

Challenging behaviour may communicate a need to escape from a situation that a person does not want to be in - whatever the reason the desire to escape is communicated through behaviour

3.) It feels good:

Sensory function - it feels good to do so - this is especially relevant for those who feel an unrelenting sense of powerlessness as individuals in systems they exist in

READ PAGE 121!!

Page 122:

Nudge theory (Thaler and Sunstein;)

Using positive reinforcement or indirect suggestion is far more effective than direct instruction or enforcement when trying to persuade

Spending lots of time telling students to do something is not very effective.

Nudge students to decode objectives and key terms independently!

This will deepen the students understanding of what you want them to learn in the lesson and why

146:

effective teachers must know how to adapt to the needs to the students

be flexible

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Integrating mindfulness training into K-12 education: fostering the resilience of teachers and students 2012

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Integrating mindfulness training into K-12 education: fostering the resilience of teachers and students 2012

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Research on the neuro logy of mindfulness in adults suggests that sustained mindfulness practice can enhance attentional and emotional self-regulation and promote flexibility, pointing toward significant potential benefits for both teachers and students

Early research results on three illustrative mindfulness-based teacher training initiatives suggest that personal training in mindfulness skills can increase teachers’ sense of well-being and teaching self-efficacy, as well as their ability to manage classroom behavior and establish and maintain supportive relationships with students.

Since 2005, 14 studies of programs that directly train students in mindfulness have collectively demonstrated a range of cognitive, social, and psychological benefits to both elementary (six studies) and high school (eight studies) students. These include improvements in working memory, attention, academic skills, social skills, emotional regulation, and self-esteem, as well as self-reported improvements in mood and decreases in anxiety, stress, and fatigue. The educational goals, target population, and core features of ten established mindfulness-based curricula are described

increasing motivation to make lifestyle changes; and fostering social connection and enriched interpersonal relations (Ludwig and Kabat-Zinn 2008; Ruff and Mackenzie 2009).

Mindfulness has been described as “the awareness that emerges through paying attention on purpose, in the present moment, and nonjudgmentally to the unfolding of experience moment by moment” (Kabat-Zinn 2003, p.144)

As one practices, it becomes apparent that the mind will repeatedly drift off the chosen “anchor” into spontaneously arising thoughts, memories, feelings, or images. Upon noticing this drift, the practitioner brings his/her attention back repeatedly to the anchor. The intent is not to get rid of thoughts, feelings, or sensations. Rather, it is to cultivate a clearer awareness of direct moment to moment experience with acceptance and a kindly curiosity which is not obscured by judgments about the experience.

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Presence: how to use positive energy for success in every situation

"Our education system is heavily weighed in favour of the intellectual rather than  experimental

It is a miracle that curiosity survives formal education (Einstein)

Why, if curiosity is so essential to human

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Page 67: difficult student behaviour can easily trigger our own hotspots and deficits in our relationship skills or in handling

As well as improving our behaviour management, we are providing opportunities for individual development

Page 69:

Improving wellbeing in teaching:
It doesn't necessarily have to be a teacher, relationships with other learners are equally if not more important

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Few teachers allowed students much expression of their opinions or ideas

P.20: enhance an early and positive belief that children can succeed

"Tactical pausing: stop teaching for attention - let students think about questions"

P.1:

The willingness and motivation to learn varies ernoumously among a classroom

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G.James 2016:

Dweck’s book Mindset (2006) has helped to bring the concept of mental set or mindset, to public attention. From her research, she concluded that people have either a fixed mindset or a growth mindset and can be taught to shift from one to the other. Mindsets exist in the mind as virtual objects, they are the product of imagination, and in the same way you can change your mind, you can change your mindset. P.11

A teacher with a fixed mindset sees behaviour problems as barriers and students as having limited resources and in need of external discipline and external motivation to change. A teacher with a growth mindset sees the same problems as challenges, where change is possible rather than fixed barriers; students are seen as having innate self-motivated potential for learning and growth. Both teacher and student can change their mindset, and students will model their beliefs and their related behaviour on those of their teacher.

**  Students with the growth mindset respond to difficulties by increasing their effort to overcome them, and enjoy the experience of the challenge rather than giving up or avoiding them as a student with a fixed mindset would do.

Many students permanently excluded from school experience serious difficulties in their later lives (Powis et al., 1998)

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G. James 2016:

Most of the issues reported by Ofsted (2014) relate to the management of the classroom. When a teacher develops clear classroom procedures reduced to a few simple rules, it opens the pathway to good classroom management

P.8

The issues of respect and relationships are different, in that they cannot be determined by rules; they are affected by the style of leadership the teacher adopts, springing from their beliefs and values.

Most students are reassured by the predictability and sense of belonging they associate  with a well-managed classroom, and some may need to be reminded of the rules from time to time.  P.8

Marzano et al. (2003) confirmed the commonly held view that successful teaching stands on a foundation of good classroom management. Four principal factors emerged as particularly significant in preventing disruption in class:
1. The mental set of the teacher
2. Disciplinary interventions
3. Teacher–student relationships
4. Rules and procedures

In view of its relative importance, it makes sense to start with the factor of mental set. A teacher’s values and beliefs form the building blocks of their practice and have a major effect in producing good classroom behaviour.

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Defining poor behaviour is not straightforward and there are many alternative definitions (Cameron, 1998; Watkins and Wagner, 2000; Beaman et al, 2007).

Evidence from Ofsted suggests that although verbal or physical abuse aimed at pupils does occur, it is less frequently directed towards teachers and extreme acts of violence in schools are very rare (Ofsted, 2005).

Surveys of children and young people have shown that they see behaviour in their schools as generally good (BMG Research, 2008) but a majority state that there is disruption to their learning (Chamberlain et al, 2010; Ofsted, 2007 and 2008; Chamberlain et al, 2011; DfES, 2003).

Other groups with higher levels of self-reported misbehaviour and poorer social-behavioural outcomes (measured by hyperactivity, anti-social behaviour, pro-social behaviour and self-regulation) include boys; those from disadvantaged families or with multiple risk factors; and those from disadvantaged neighbourhoods (Sammons et al, 2008a; Sylva et al, 2012; Sabates and Dex, 2012)

31% of pupils in England felt that ‘in most or all lessons’ that ‘there is noise and disorder’ (Bradshaw et al, 2010).

• Analysis of data from the Longitudinal Study of Young People in England (LSYPE) shows that after controlling for a wide range of pupil and school factors self-reported misbehaviour in most classes has a negative impact on predicted Key Stage 4 (KS4) attainment: predicting a capped GCSE score of 29 points fewer than those who did not report their own misbehaviour (equivalent to gaining one grade lower in five subjects)

• Analysis of data from the Longitudinal Study of Young People in England (LSYPE) shows that after controlling for a wide range of pupil and school factors self-reported misbehaviour in most classes has a negative impact on predicted Key Stage 4 (KS4) attainment: predicting a capped GCSE score of 29 points fewer than those who did not report their own misbehaviour (equivalent to gaining one grade lower in five subjects)

There is evidence that in-school provision for pupil behaviour management, such as learning support units, removal rooms and internal exclusions may result in positive pupil outcomes (Ofsted, 2006; Ofsted, 2003a, Hallam and Castle, 2001; Wakefield 2004, Becker et al, 2004).

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G.james 2016:

There may be one or two students who disrupt the smooth running of your classroom, but you know they are doing their best too, it is just that sometimes things happen to push them off-course. Think about your own mindset. Do you believe that they are all trying to get it right and some make mistakes? Or do you believe that some are doing their best and some their worst? Does it matter what you believe to be true? It turns out that it does matter, and it makes a big difference to outcomes.

In place of balanced individual and organizational judgement, there is a long-running public contest between committed professionals, arguing from their set positions. Those with the traditional control-and-authority mindset may claim that children are spoilt by those with an empathize-andnurture mindset, but where is the evidence to support the claim and to justify any change of mind, and of mindset, if necessary?

B. Rodgers 2015:

P.2

"It is not simply enough to detail distracting and disruptive student behaviuour as a discrete issues only pertaining to the student

Behaviour is not simply the result of students acting disrputively, it is also learned within its context

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Solution-support is an approach rooted in practice
rather than in theory. The approach was developed by looking carefully for
what worked in solving complex behaviour problems, a product of practicebased evidence.

P.4

In 2013, the UK government’s guidance on improving initial teacher training for behaviour neatly summed up the status quo. It said that trainees must know about generic behaviour management, its systems and techniques, to manage behaviour confidently and with authority

trainees should know about scientific research and developments, and how these could be applied to understanding, managing and changing behaviour (DfE, 2012)

Page.6: Established writers acknowledge the importance of the teacher having a positive outlook, and the effect this has on students’ behaviour and on their own health and happiness (Rogers, 2011).

As a teacher, you are expected to be a trusted leader with good working relationships with students, to provide help and support when it is needed. As a classroom manager, with systems and procedures you make the classroom run smoothly. As a problem-solver, and in the way you deal with successes and setbacks, you provide an ethical model for students to follow. As a curriculum manager, you make pedagogical choices to match your teaching with the learning task. The way you approach all these aspects of your work, the questions you raise about your practice and the answers you come up with affect the behaviour of students.

‘It’s not rocket science’ (Guardian, 2014), and he sketched a picture of what should be done about it, stating that head teachers are too soft on unruly pupils and that schools should deal with unruliness by coming down hard on the perpetrators

"When learning and behaviour are seamlessly integrated, your class will be a joy to teach" P.8

In education, ‘behaviour’ usually means bad behaviour, as in ‘His learning is OK, it’s his behaviour that lets him down’. Behaviour management has come to mean the application of strategies designed to make students learn that the consequence of their bad behaviour is punishment, and that by changing their behaviour they can avoid the unpleasant punishment. In this sense, punishment is seen as the means of teaching good behaviour. P.12

WHY IS IDENTIFICATION IMPORTANT:

"Without knowing exactly what the existing behaviour is, it is impossible to assess the effect of punishment on it. Psychology is an experimental science, it is not teaching. "

In the last century B. F. Skinner (1904–1990) developed the concept of behaviour modification in experimental animals, conditioning them with rewards and punishments. He warned that in humans, the short-term behavioural gains resulting from punishment needed to be balanced against the potential long-term adverse consequences, for example aggression and antisocial behaviour

Today in schools behaviour modification is alive and well, a psychological theory driving educational practice. But teaching for behaviour, the pedagogical approach to changing behaviour, is less evident

‘If you have built castles in the air, your work need not be lost; that is where they should be. Now put the foundations under them.’ Henry David Thoreau (1995 [1854])

Only if the teacher gives the child access to ‘action knowledge’ can learning take place. An alternative pedagogy would seek to offer the child such an opportunity whilst transmission pedagogy pre-empts it.

Placing the individual pupil in such a central position in defining the approach to knowledge, there is not only a psychological rationale (which some traditionalists concede) but a logical rationale too. All subject matter begins with an original attempt to solve problems and it is this unitary process of knowledge creation that should be the focus of pedagogy, not the transmission of its differentiated products. (Goodson, 2013)

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Managing behaviour in adult and further education

"Boredom is just "what's the use" in disguise"
Page 4

A surprising number of students will appear uninterested and resentful

Of 41 trainee FE teachers questioned about their experience  of sitting in FE classes for the first time, every single one reported in their reflective journal that they had witnessed negative learning behaviour (Wallace 2002, 2013)

Choice is a slippery word

just because they 'choose to take subjects' it doesn't mean they want to be their

"we must  emphasise the words that sound attractive, by that I mean standards, discipline and choice"

Gillian Shephard

'standards, discipline and chaos'

Chapter 6, ‘Great expectations’, is about how our expectations of our learners, and their own expectations of themselves, can influence their ability and willingness to learn. It suggests ways in which the teacher can raise their self-esteem and help them to set positive, achievable goals. - USE for group studies

Chapter 7, ‘Breaking out’, encourages teachers to think outside the box. It illustrates and discusses the usefulness and limitations of various theories of learning in relation to motivating learners and encouraging positive behaviour, and encourages teachers to recognise and evaluate their own personal theories of learning. Page 2

learner motivation and appropriate behaviour are prerequisites for effective teaching and learning, and that to address either of these issues we have to know something about our learners. Page 3

It is perhaps of particular relevance at this point in the twenty-first century when, following the 14– 19 Education and Skills White Paper (DfES 2005), the decision was confirmed to open up FE provision to 14– 16 year-olds. This age-group, which had hitherto been accommodated within compulsory education and engaged in working to the National Curriculum, is now being offered a ‘vocational alternative’ as part of their timetable in the declared belief that this will improve their motivation and increase their commitment to learning. Whether or not this strategy is working is still open to question.

People’s behaviour – good or bad – is unlikely to be entirely socially conditioned. As Midgley (2001) points out, this would be like thinking of bad behaviour

the feeling of being unvalued, or a fear of mockery, will both act as barriers to cooperation and learning (Rogers, Maslow).

Not all learners respond to the circumstances of their post-16 education and training by adopting a negative attitude or by losing all enthusiasm. And there is no doubt that learners, like the rest of us, must take responsibility for their own behaviour.

I’m beginning to wonder if it’s overly optimistic to expect enthusiasm from learners. What’s in it for them, after all? Just being here at all for some of them means that they’re second best.

As professionals, our prime responsibility is to support learning, and so avoidance of the problem by simply ‘babysitting’ difficult classes should not be an option we’d want to consider.

""Traditionally FE has always been viewed by those who work within it as the sector of the second chance. Learners who did not flourish at school; learners who – it might be said – were failed by their schooling; these were the learners for whom FE provided a second opportunity to discover their potential.

Wallace, Susan. Managing Behaviour in Further and Adult Education, SAGE Publications, 2013. ProQuest Ebook Central, "" P.14

Traditionally FE has always been viewed by those who work within it as the sector of the second chance. Learners who did not flourish at school; learners who – it might be said – were failed by their schooling; these were the learners for whom FE provided a second opportunity to discover their potential.

Wallace, Susan. Managing Behaviour in Further and Adult Education, SAGE Publications, 2013. ProQuest Ebook Central,

illustration of the important role that the teacher– learner relationship plays in learner motivation.
Page - 17

how important the learner’s sense of self is as a factor affecting their behaviour and motivation.

Low self esteem links to low motivation

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Some of the students on vocational courses, who are there because they have been told to enrol on a course, can often behave in an innappropiate mannor by using bad language and making extremely negaitive comments to other learners

How to manage behaviour in further education:

sessions will often need to be fast-paced and students will have to be re-grouped using a number of cooperative learning strategies. A clear expectation of rules and  boundaries will also need to be set

If we do over-react to frequent queries and challanges this can act as an accelarant to giddy behaviour