Behaviour Management Pocketbook Test
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Sanctions<br />
This<br />
Way<br />
The most important message here is sanctions do not change behaviour.<br />
• Effective sanctions simply limit behaviour long enough to allow you to reward the<br />
new, desired behaviour<br />
• It is not the severity of sanctions that makes them effective limiters; it is their<br />
inevitability – the certainty that you will do something<br />
• Classroom sanctions are best arranged as a hierarchy, eg:<br />
- Warning<br />
- Move seat<br />
- Five minutes behind at the end of lesson<br />
- Parents/carers informed<br />
- Exit classroom<br />
• Sanctions should always be applied as a choice – ‘Sean, if you continue to stop<br />
Marcus working you will be choosing a warning.’ – and therefore as a logical<br />
consequence of the child’s action<br />
Copyright protected – Teachers’ <strong>Pocketbook</strong>s<br />
To page 90<br />
Getting the Basics Right<br />
31
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