Behaviour Management Pocketbook Test

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Tough Care Strategies: • Treats behaviour as a choice made • Holds children accountable for their choices • Creates a culture of praise that focuses on what children do well • Redirects children towards success • Applies sanctions if needed but not grudges • Looks to teach social skills to lead to better choices Outcomes: • Children learn boundaries whilst retaining dignity • The teacher is both leader and coach in the classroom • Learning, risk-taking and motivation are significantly enhanced Copyright protected – Teachers’ Pocketbooks Three Styles of Managing Behaviour 27
Reflective activity • On a scale of 0 – 10 (where 10 is the best it can be and 0 is Mrs Blitzkrieg), to what extent does your practice reflect the ‘tough care’ approach? • How come that number and not 0? • What do you already do that is successful? • What are the smallest things that you could and would do to increase your score by one point? 28 Three Styles of Managing Behaviour Copyright protected – Teachers’ Pocketbooks
Page 1 and 2: BEHAVIOUR MANAGEMENT Pocketbook 2nd
Page 3 and 4: Enjoy the read! To help you move ar
Page 5 and 6: Published by: With thanks to Brin B
Page 7 and 8: Foreword The ideas and skills descr
Page 9 and 10: Foreword Developing and implementin
Page 11 and 12: Why manage behaviour? Although the
Page 13 and 14: A positive approach POSITIVE STYLE
Page 15 and 16: Relationships are the key If you sa
Page 17 and 18: Realistic beliefs Effective teacher
Page 19 and 20: Using a wide range of options Succe
Page 21 and 22: Managing your own emotions It’s i
Page 23 and 24: Three Styles of Managing Behaviour
Page 25 and 26: Mrs Blitzkrieg Believes: • Childr
Page 27 and 28: Mr Best Friend Believes: • Childr
Page 29: Tough Care Believes: • A teacher
Page 33 and 34: Influence rather than control This
Page 35 and 36: Rewards This Way The most important
Page 37 and 38: Positioning This Way Where you posi
Page 39 and 40: Establish a climate of ‘good mann
Page 41 and 42: Invest to receive This Way There is
Page 43 and 44: Why principles? Effective leadershi
Page 45 and 46: 1. Plan for good behaviour Preventi
Page 47 and 48: 2. Separate the (inappropriate) beh
Page 49 and 50: 3. Use the language of choice Exerc
Page 51 and 52: 4. Focus on primary behaviours Prim
Page 53 and 54: 4. Focus on primary behaviours Verb
Page 55 and 56: 5. Actively build trust and support
Page 57 and 58: 5. Actively build trust and support
Page 59 and 60: 6. Model the behaviour you wish to
Page 61 and 62: 8. Reconnect and repair relationshi
Page 63 and 64: Reflective activity Take each princ
Page 65 and 66: The ten step plan Each time you dea
Page 67 and 68: Step 2 - use positive cueing Positi
Page 69 and 70: Step 4 - use questions to refocus S
Page 71 and 72: Step 6 - acknowledge and redirect R
Page 73 and 74: Step 8 - give a clear choice Articu
Page 75 and 76: Step 10 - use exit strategies If ch
Page 77 and 78: Exit considerations It is best if a
Page 79 and 80: Exit considerations An exit is only
Page 81 and 82:
The metaphor of the toolkit The met
Page 83 and 84:
Expectation of compliance All your
Page 85 and 86:
Body language expectation (complian
Page 87 and 88:
Deliberate ignoring There are two t
Page 89 and 90:
K.I.S.S. (Keep it Short and Simple)
Page 91 and 92:
Simply describe the problem Giving
Page 93 and 94:
Use ‘Either… or…’ choices B
Page 95 and 96:
Allow for ‘compliance time’ Unl
Page 97 and 98:
Deal with ‘You can’t make me!
Page 99 and 100:
Use explanatory ‘I’ messages Th
Page 101 and 102:
Use a 5-W follow-up routine This is
Page 103 and 104:
Tactical use of ‘the pause’ It
Page 105 and 106:
The broken record effect For those
Page 107 and 108:
Use ‘time out’ or ‘cool-off t
Page 109 and 110:
The 4Rs framework In managing your
Page 111 and 112:
Rights The basic rights within a su
Page 113 and 114:
Choices How do you actually encoura
Page 115 and 116:
Consequences In a structured climat
Page 117 and 118:
Rules It may seem obvious but rules
Page 119 and 120:
Routines Routines are the regular,
Page 121 and 122:
Examples of use ‘I’m pleased to
Page 123 and 124:
Result Because language helps build
Page 125 and 126:
A reflective summary The following
Page 127 and 128:
A reflective summary • Allow stud
Page 129 and 130:
About the authors Peter Hook Peter
Page 131:
Pocketbooks - available in both pap
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Behaviour Management Pocketbook Test

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