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Disruptive Science class. The students couldn't complete the prac because the materials wouldn't work. Students became frustrated and arched up. When I tried to control the situation by telling them to persevere some students gave up. I should have stopped the class, recognise the error, and fix the problem for everyone before attempting to move on.

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Incident:
Class dislikes seating plan and complain throughout first twelve weeks. Teacher tries randomized seating plan. ASD student responds by swearing AT the teacher. Teacher felt unsure what to do.
Actions
Sent student to a buddy lesson. School procedure is to suspend students for swearing directed at teachers.
Student completed an internal suspension.
Summary of Discussion:
- ASD students respond well ordered environments. Give student a fixed seat in the class, and discuss in advance a place for him during group work.
- Teachers should be firm with their choice to use a seating plan.
- Building relationships post-incident: one-to-one restorative conversations. Discuss why the suspension was necessary. Listen to student perspective.

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Situation: Student was observed by other students to be self harming. Other students alerted the teacher. Teacher went over and saw that student had scissors and a lot of blood on his hands. Other students started to get quite upset and jumping around. Student in question was sobbing.

Action: Teacher removed scissors from student and requested some of the more trustworthy students to go and find some help. Students returned a few minutes later and were unable to find anybody but returned with tissue. Incident only occurred a few minutes before recess. Teacher took student to student services/year coordinators who took over.

Result:  Student was removed from school for a few days. Back at school and is fine now. Average student. Back on track.

Summary Of Associate Discussion:
- Really important to remain calm in that situation, but...
- In that sort of situation,  it can really catch you by surprise. Not sure how to prepare for incidents like that in the future.
- What are things that need to be done right here and now, in the interim, in the future.

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Z (Yr 10) has little to no respect for my instructions. He is open about the fact he is not good at maths and doesn't want to try. He is silly and boystrous in class. Often on phone or out of seat. He will make a mockery of my attempts to redirect his behaviour (eg. Please grab a seat Z – gets up and literally picks up a chair). He often does not attend detention. His classmates rally behind the fact that he is

I am in regular contact with his mum, who fully supports me. She is trying to get his grades up, has him doing tutoring, makes him attend homework club.

How can I get through to him and get him on my side so that he knows I care?

Summary of discussion

See what he was like in other subjects, other teachers

Good that you've tried lots of strategies

UPR – kids "are who they are"

You can't teach all the kids all the things

Separate what they do, with who they are

Make the work so easy so they can experience success

Make a conscious effort when you're on duty

Be honest with how they were in class

How does your behaviour affect others in the class, how does it affect me (the teacher)

Invite them to think about what the affect of their behaviour is on others, rather than others. Its not your behaviour itself

E, Y7, is a super defiant student who refuses to acknowledge authority, and recently told a principal to 'fuck off, you're not taking my hat.' He is a challenging student for the whole school, and they are meeting to discuss future options for dealing with him.

-- I'm not alone, it's not up to me to change his behaviour.
-- potentially can give him responsibility to care for an animal or something?
-- outreach to community elders and use them as a potential guide?

Takeaways:
Good luck. Maintain unconditional positive regard and celebrate small wins.

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Students come into class late at any point throughout the lesson. They are often disruptive when they enter which derails entire class. Students are very low attending and are generally not punished for arriving late.

New insights:
- getting student to reflect on affects of behaviour on whole class.
- Possible incentives to encourage students to arrive on time through rewards or games
- teaching behaviour expectations for how students enter the class

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JOELAN - Students very disruptive and disrespectful, no work being done, negatively affecting others who did want to work.

Ideas for causes: Low level. Antiestablishment attitude. Lack of interesting work. Lack of structure in class. Trying to appeal to peers.

Ideas for improvement moving forward: Clear expectations for class achievement/behaviour. More structure to lessons. Speak with coordinators with students that are repeating the behaviour.

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Student does not like science. She is recalcitrant regardless of attempts at take up time. Positive reinforcement of work. Restorative chat attempt.

Understanding interests of student may communicate investment. Pique their interest. Embed this into work. Be reliable and consistent. Sometimes being harder feels necessary.

Student was irresponsible outside of the classroom during class time. How do I approach their re-entry?

Using your relationship as a starting point, talk about firm expectations (red lines) and small, achievable tasks that you can catch up on with the student.

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Outcome tips from a student who emotionally charged response in class is a little out of character but against classroom expectations.

Consistent classroom entry routines can improve opportunities to observe student energy levels and motivation before class.
Be aware of the challenges each student might be facing that day that can impact and change their common behaviors.
Always model appropriate responses as other students will be learning and watching.
Use restorative conversations to build/maintain relationships.
Contact support networks including well being and home to get better insight.

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It's difficult to break groups up within a class so that they can work productively. This is hard when they come to the class with the intent to socialise.

Question - During class should we respect student need to socialise?

Implications for future consideration:

Option 1. randomise class groups via pop sticks of online platforms.

Option 2. 'turn the class into a computer lab'  - change tables into a U shape and students sit in the  middle to use software such as 'Khan academy'. This way they can't talk to their mates.

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Many approaches could be considered in students talking over teachers - (gr8s being belligerent)

Billie - more likely to call out the students who don't usually call out. Super difficult to be consistent with the students - relentless talking with friends over the teacher.

Try to talk with the students outside of a classroom context, if necessary escalate to parents/carers.

Remember what our overall job is - we're not just there to teach curriculum but we are a role model for our students and we teach them so many life skills and about being a good person

Who remembers what they learnt each term in their schooling??? OR who remembers the positive role models and life skills that they learnt?

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Implications for my practice: 1. Increase positive affirmations of tiny behaviours and positive name-use to increase positive relationship with student and lessen sense of resistance to participation    2. Providing choice of consequences   3. Positive feedback when student doing what I want - reduce power struggle!     4. Clarity of instructions- consistency may be important for ADHD students who're also very defiant in class

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- It is difficult to change school wide behaviour management issues when there isn't a school wide policy that's coming from the top which all teachers are following.
- "Following up" is tough and time consuming, but if you don't do it, you got no teeth and the students know it
- Involving parents can be really difficult sometimes.
- Restorative practice is important and can be the only to to get enough buy in from the student for behaviour management to work at all.
- Punitive behaviour management policies mean that students know exactly how far they can go before they get consequences.

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When students know there are no consequences behind their actions it can heighten their behaviour and make things worse and negatively effect relationships. For example, putting their name on the board.
A work around is to talk to the student privately in another space with a mediator and discuss how he can achieve in the class. Important that the student voice is heard. - especially when they come from a trauma background.

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Students act differently after lunch
adapting to lesson plans on the spot can be difficult
careful when walking into the room as a teacher, you bring in the energy you have.
choosing the battles you fight i.e. phones
trying to integrate high expectations in every lesson

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- remaining clam
- reflecting is helpful, to know what you did was ok and you will learn from the experience.
- students in class are always watching & if you remain calm and non judgemental they will see you as a kind and honest person
- try to avoid confrontation

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JORDANA - students misusing phones in class, friends bullying each other
JAMIE - took an extra with students that he didn't know, had to use strong strong voice

What new insights?
JORDANA
- technology creates another layer of behavioural problems
- responsible use of ICT in classrooms and links to AITSL standards
- some schools (Melton) have really strict protocols on technology
JAMIE
- good for practicing behaviour management (extras)
- extras can be a bit underprepared
- setting will change how you react, PE requires stricter instructions and more clarity

Implications for our future practice?
JORDANA
- potentially desensitised to the language that students use
- bumping up the chain might help change school policy
- being preventative with class, always use school laptops
JAMIE
- expectation setting, it is appropriate to go harder
- maybe need to be a bit stricter with students that you don't have a relationship

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Dealing with students that are behaving inappropriately.

Strategies:
- Rewards
- Focus on small positives for motivation: Give the students positive attention
- Not being afraid to involve the coordinator

Take aways: Responding with positivity may be quite effective. :)

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Context- direct refusal of instructions and swearing at a teacher.

Strategies- offering choice, procedures by the book, following through with consequence, restorative chat.

Takeways- Buildings relationships. Doing it by the book doesn't always work, regardless of what you do, things don't always work out. Picking battles.

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Situation 1: Class escalated after previous lesson. Could not calm them with BSEM etc. and needed help from teachers on corridor duty.

- Don't hesitate to ask for help and don't be too proud
- make sure you follow up after whole class incidents so that it gets smoothed over instead of just ignoring the problem

Situation 2: Alex's class had a change in routine during a do now which caused them to act out and mess around instead of settling in and doing their work

- Try incorporating new routines into old ones so that students are not thrown off by the change

Takeaway:

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Dealing with students who are prone to escalating very quickly.

Strategies:
-  Make sure that student agrees to deescalation routine
- Encourage a growth mindset
- Seek external support
- Seek support from other staff members in the school

Takeaways:
- This is a common challenge across all schools

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Surviving afternoon classes on Mondays.
Classes after lunch on a Monday is hard to keep engaged with the content of a theory lesson (and there isn't enough practicals to fill the space)

Take Away:
* Use de-escalation techniques straight after lunch to bring the class into a learning mind-set (eg class breathing exercises, and circle group community share).
*Entry routines - drill these down. Do Nows and writing down LI and SC
*ways to break up long double sessions. Break breaks and lesson splits

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Wills class: Introduced a new seating plan with the 4 students with  biggest behavioural challenges sitting at the four corners of the room. This resulted in the students shouting at one another across the room.

Adelaide's class: highly escalated students swearing, sticking up his rude finger and talking over the top of students, ignored teacher instructions, ended in 6 other students shouting across the room SHUT UP further escalating the escalated student.

Take aways:
Play silent ball and you have to say a compliment to the student who you are throwing the ball to to foster positive relationships in a class with a lot of bullying.

Don't give up if a strategy doesn't work the first time.

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Student arriving very late to class and leaning against the door - preventing quite a number of students from leaving and going to lunch. School has no clear disciplinary procedures and so the student essentially got away with the behaviour. We all shared befuddlement about how to deal with this type of attention-seeking behaviour.

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Students refusing instructions, sitting at the back of the room, eating etc. Chain of consequences has been exhausted (suspensions, etc).

Take-away: remember small wins (the students showed up!), redefining goals to suit the student, minimise disrupting the room (picking your battles). We also talked about how schools seem to have very similar chains of consequences and if they don't resonate with a student it can be ineffective. E.g. this group of students gets 2-3 suspensions per term, hasn't had an impact.

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Classwide Behaviour Issues with Confident Year 7s
-A lot of students playing off of each other's misbehaviour (fairly constantly)

Implications/Areas for Improvement
-being more stern from the get go
-following ROUTINES ROUTINES ROUTINES
-meeting students at the door

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Document your group insights and implications for future practice here (be as specific as possible)

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Students playing piggy-in-the-middle with items that the teacher is trying to confiscate for misbehaviour.

Take away: Its a tricky situation to manage as it can escalate so quickly and can involve lots of students in a short amount of time.

We all did our best, and came up with a few ideas about motivations and strategies (thing that might help).

Motivations:

·       Attention seeking and task avoidance,

·       Could also be that the work is perceived to be pitched too high.

·       Avoidance of failure.

·       Attention from peers is fun, and can become a persona that has to be maintained, reputation wise.

·        Manipulate the teacher to be able to dehumanise the teacher and get the class

·       Good that teacher didn’t engage with the games off it or giving up and beign permissive. And consistently having things confiscated. Even if it takes a while, its still going.

·       Hard to handle flat out defiance.

·       Pidgeon hole principle – mathematics

Things that can help/strategies:

·       Obvious differentiation and scaffolding – see they are helping you!

·       Being consistent

·       Sheeple want the admiration of the ring leader so isolate the ringleader

·       Or avoid confiscating the object at all and instead remove the student from the space for a few minutes to help de-escalate.

·       Hard to break the pack mentality

·       Important to break the cycle. Make obvious consequences on second warning, and then ignore form the third by instigating the consequences. Eg will call mum, ok calling here. not buying into it.

·       Keep track of time lost and hold them back.

·       Choice theory – offer them choices

·       Don’t get caught in the hype

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Situation 1 (student not engaged and making stupid choices): involvement of parents in the classroom (through direct texting/call); not getting emotional, use unconditional positive regards.
Situation 2 (students deliberately ignoring the teacher): give or take things away. the importance of routine, giving rewards (basketball, food etc.. provided by school), brain breaks (great with challenging classes), inter-classes competition

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Tamara's example.
year 9 Maths class. Working on making 3D shapes out of paper.
they decided to start damaging the rulers and wet the paper models  and threw them at each other.

the main motivations for these students actions were a bit of boredom towards the task, and as it was meant to be a group task the students were getting both frustrated and more egged on by their fellow group members. Key teacher actions that were used were interrupting this actions by calling to attention the whole class and resetting expectations. Withitness and catching it early  is key but we did note that even if you were to catch it early the students can find other ways to act out based off the same motivations. it was also hard as they were using the resources needed for the task correctly until they weren't.