It is two weeks into my Online Managing Behaviour for Learning with Pivatol Education’s Paul Dix. I have found it difficult to keep pace, it really is a hearty three course meal. I have been snacking where I can, including on the move via Canvas’s Mobile app on my phone. Week three is waiting to be started. Paul is running a webinar to support this course Monday 24th November, 8pm to 9pm and I am looking forward to that too.
Paul have a very engaging and sincere presentational style. There is empathy for those moments we all have regrettably experienced as teachers as well as a clear set of core values that seep out through his guidance.
Behaviour management of learners, starts with personal management.
Intervention early. Privately. This is also an opportunity to reinforce and recognise those behaviour you ‘do’ wish to see.
Recognise those behaviours you wish to see. Only reward the exceptional. Even then, tangible, personal and heartfelt recognition, trumps online or extrinsic reward. Paul is a fan of the postcard home as high level recognition. We have a range of post cards staff can fill out. Staff simply add the students name, tutor group and comment, and reception adds the address and sends. I have recently sent the mock up back to reprographics to add a next steps icon – to direct a learning opportunity.
We also like postcards to share our students thanks / kind words towards their teachers. Through out the year we ask for students feedback through student surveys. If that feedback picks out the support of particular staff, we jot it on a postcard along with the pre-printed message and pop it in their pigeon hole.
Behaviour strategies are not a tick list of “tried and failed.” Pick one, work with it, stick with it, it takes time to build new habits. Paul recommends 30 days.
Bahaviour strategies need to be converted to routines and habits, this takes time and requires perseverance and diligence on the part of the teacher. It is not easy work.
In the midst of chaos, disturbance, student misbehaviour, find and maintain your inner control. You can always use this as an opportunity to acknowledge those students who are diligent hard-working, following your instructions.
Catch ’em being good – I think Paul would enjoy Catch Them Being Good by Tony DiCicco – Penguin Books USA.
Do not expect ‘good’ behaviour, or following routines, you have to directly teach the behaviours and learning routines you want to see – that takes time, rehearsal, revisiting.
A addition to my teaching protocol will be to consciously connect values when discussing behaviour (I believe I adapted that approach as I moved further into my leader role, as I became more conscious of the importance of school values.) Curiously, that reminded me of a quote I shared with our college sports teams in preseason.
Watch your thoughts, they become your words. Watch your words, they become your actions. Watch your actions, they become you habits. Watch your habits they become your character. Watch your character, it becomes your future.
Always follow up. Always. I always recommend that new staff have a pocket book. Why? If a situation gets to the pint where is needs addressing a pocket book is invaluable, especially if you do not know the students name. As an NQT or new member of staff, this is more likely than not. Opening the conversation with a known student.
Good morning, my name is Mr Still. I am sorry, I do not know your name? [wait time]
Students of course, know their own name. This gives them an opportunity to compile, to answer, and for you to offer a personalised ‘thank-you.’ them using their name. More often than not, that simple, positive exchange, changes the dynamics of the situation.
(Of course it gives them an opportunity to show further defiance and withhold their name. In this instance, simple explain that it is easy enough to identify who they are, and that moving the conversation forward, is in their best interest. So that I can support their decision making process).
Outline why you are addressing ‘the situation or behaviour.’ Connect your response to your schools value structure. Confirm they understand why you need to respond. Ensure they communicate their understanding, even if they need help. (eg Thank you NAME. I will take that nod to mean you fully understand).
At this point, take out the pocket book and record their name, possibly a brief note of why you are having the conversation. The very act of recording their name is important. It signifies to the student that you know, that you have a record and you intend to follow up (if that is indeed what you need to do). It is almost contractual. It also serves as a record should you find yourself supporting this student a second or third time. It also serves as an aide memoir should you need to refer the situation.
Interesting I have not heard Paul talk much of consistency… as yet.