Behaviour Management Pocketbook Test

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Introduction Three Styles of <strong>Management</strong> This Way Getting the Basics Right Eight Core Principles Ten Step Discipline Plan Developing the Toolkit A Framework to Underpin Practice (4Rs) Reflective Summary This Way Getting the Basics Right Contents Page Getting the Basics Right 29
Influence rather than control This Way Remember - you CANNOT directly control the behaviour of your children. You CAN control some, but not all, of the antecedents (see page 15) such as: • Where and how you display children’s work • How you greet children • How you initiate conversations • How you use seating plans and establish entry routines, etc You have little control over other antecedents such as poor housing, lack of appropriate parenting skills, etc. You do, however, have 100% control over how you choose to respond emotionally to child behaviour. By controlling your response, you can influence children’s behaviour but you cannot control it. 30 Getting the Basics Right Copyright protected – Teachers’ <strong>Pocketbook</strong>s
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 and 30: Tough Care Believes: • A teacher
Page 31: Reflective activity • On a scale
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:
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